This study ascertained the knowledge content, perception and attitude of primary school teachers towards the statistics component of the Nigerian primary school mathematics curriculum. The study population consisted of all primary school teachers in Oyo State, Nigeria and the sample comprised of 127 teachers who responded to the three questionnaires that were developed, pilot tested and validated by the researchers and adopted in collecting data for the study. They are: Teacher Statistics Content Knowledge Questionnaire (TSCKQ) with Cronbach Alpha reliability coefficient index of 0.81, Teacher Attitude to Statistics Teaching Questionnaire (TASTQ) with Cronbach Alpha reliability coefficient of 0.69, Teacher Perception of Statistics Questionnaire (TPSQ) with Cronbach Alpha reliability coefficient of 0.72. Multi-stage sampling technique was used in selecting the required number of respondents for the study. First, purposive sampling was used in selecting the sample State (Oyo State). Simple random sampling was adopted in selecting three local government areas in the State. Purposive sampling was used to select ten public primary schools in the local government areas and purposive sampling was also used in choosing mathematics teachers from the selected schools. The data collected were analysed using descriptive and correlation statistics at 0.05 level of significance. Findings show that mathematics teachers’ possesses the adequate content knowledge of statistics needed for teaching the statistics related topics in the primary school mathematics curriculum; that they possess a positive attitude in the teaching of statistics and the right perception of statistics. More so, there is a negative relationship among teachers’ knowledge of statistics, their attitude to teaching statistics and perception of statistics; there is a moderate positive correlation between teachers’ attitude to teaching statistics and their perception of statistics. It is thus recommended that teachers at the primary level of education be continually updated with the current statistical knowledge, perception and attitude; so as to foster better teaching and learning of statistics cum mathematics at the level.
Keywords: Primary School, Teacher Statistics Knowledge, Teacher attitude, Teacher perception
