Statistics remains a fundamental component of empirical research, enabling scholars and students to draw objective, data-driven conclusions in academic inquiry. Within the positivist research paradigm, statistical methods support quantitative analysis by ensuring researcher independence and the presentation of findings in numerical form. Consequently, higher education institutions are expected to equip students with adequate knowledge of statistical concepts and operations across undergraduate and postgraduate levels. This competence is essential for addressing real-world problems after graduation and improving decision-making capabilities. In disciplines such as Education and Management Sciences, curricula increasingly emphasize both qualitative and quantitative analytical skills to strengthen students’ research proficiency and practical problem-solving abilities. Despite its importance, many students and researchers continue to face challenges in mastering statistical tools, which may hinder effective academic performance and research output. This paper highlights the role of statistics in academic development and underscores the need for strengthened instructional approaches and capacity building in Nigerian universities to enhance statistical competence among students and researchers
Chinedu Emmanuel Okafor (Fri,) studied this question.