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罢丑别听 provides everything you need: a tally sheet, bird-identification resources, and a form to submit data. They’ve also just released the data from the 2025 survey.

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Draft chapter by Chris Wild from听Probability | T奴ponotanga 鈥� A guide for teaching probability (ages 5鈥�18). See also the related听.

91茄子sets include rollercoasters, extreme heat, ladybugs, and more.

Scottish website with lots of resources, including data selfies, data-themed escape rooms, AI literacy, and live online activities.

91茄子 Gems

A list of datasets for use by New Zealand teachers and students, fostering statistical and mathematical thinking.

Current statistics in the media, commentary, and sport match score predictions by lecturers in the Department of Statistics at The University of Auckland.

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Upcoming Seminar

Friday, 20 March 2026, 8 am (NZDT)

Discover how educators in Denmark paired craft and mathematics to create innovative, integrated lesson plans. Participants will receive English-language teaching materials and classroom resources.

Teaching Resources

This is a lovely adaptation of our Year 4-6 data cards.

A series of three large data sets with teaching notes:

• Blackbirds听involves: averages, spread, graphical summaries, dealing with missing data, and general linear modelling.
• Magpies听involves: averages, spread, graphical summaries, dealing with missing data, time series, and categorical data.
• Slugs听involves: grouping data, contingency tables, and dealing with missing data.

The University of Otago hosts a series of in-depth data analysis videos, best suited for high school students. Examples include:

• Property sales in North Shore City听involves: data cleaning, exploration, confidence intervals, and tests for differences between means.
• Rare threatened bird, the Rock Wren,听involves: matched data samples, confidence intervals using the t-distribution, and bootstrapping.
• Adjusting to high altitude in the Himalayas听involves: a designed study with repeated measures, confidence intervals, and tests on matched data.

91茄子 Questionnaire

The questionnaire is open throughout the school year until the end of November. Get started

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Almost 16,000 students from 310 schools have already taken part in this year鈥檚 91茄子 鈥� TataurangaKiTeKura Aotearoa, an educational project that gives students the opportunity to be both participants and data explorers. The results so far reveal fascinating patterns in everything from musical ability and device use to trending internet words and dream holiday destinations.

Half of Students Play an Instrument. Piano and Guitar Lead the Way

Fifty percent of students said they could play at least one musical instrument, and many play more than one. Seventeen and a half percent said they could play at least two, and 7.3 percent said they could play three or more.

The most commonly played instruments were piano or keyboard and guitar, followed by drums and ukulele. The top 10 also included recorder, violin, flute, trumpet, saxophone, and clarinet.

Pets Are the Norm 鈥� Dogs Just Ahead of Cats

Seventy-two percent of students reported having at least one pet in their household. Sixty-six percent had at least one dog, while sixty-two percent had at least one cat. Multiple pets were common. 23.9% of students said they had two or more dogs, and 8.4% had three or more. For cats, 28.6% had at least two, and 10.5% had three or more. The five most common pets were dogs, cats, fish, birds, and rabbits.

Screen Time Builds Across School Years

Screen time after school increases steadily as students progress through school. Year 3 students reported an average of around 1 hour and 25 minutes. By Year 7, that had roughly doubled. Girls averaged 2 hours and 35 minutes, and boys 2 hours and 50 minutes.

The trend continues through the secondary years. By Year 13, girls reported an average of 4 hours and 6 minutes of screen time after school, while boys averaged 3 hours and 36 minutes.

Devices in Bed. Common and Climbing

Overall, 61.5 percent of students said they used a device in bed the night before. Usage rises with age. Among Year 13 girls, 89.5 percent said they used a device in bed, as did 81.3 percent of Year 12 boys. From Year 7 onward, girls consistently reported higher usage than boys.

Fewer Students Feel Well-Rested by Year 13

Students in Years 3 to 8 were more likely to feel they got enough sleep, with 65.1 percent of girls and 71.7 percent of boys saying they felt rested. In contrast, this dropped to 54.0 percent for girls and 65.8 percent for boys in Years 9 to 13.

Sleep satisfaction generally declines with each school year. By Year 13, only 42 percent of students said they felt they got enough sleep the night before.

Favourite Foods. Sushi, Pizza, and Chicken Top the List

When asked “What is your favourite food?”, sushi came out on top, chosen by 15.2 percent of students. Pizza (9.7 percent) and chicken (8.6 percent) followed.听

Top 10 favourite foods:

1. Sushi
2. Pizza
3. Chicken
4. Pasta
5. Burger
6. Noodles
7. 惭肠顿辞苍补濒诲鈥檚
8. Steak
9. Hot chips
10. KFC

Most Popular Future Jobs. Lawyer, Doctor, and Vet

Students were asked what job they want after finishing their studies. The most popular choices were lawyer (3.8 percent), doctor (3.0 percent), vet (2.1 percent), and teacher (2.1 percent).

Top 10 jobs students want:

1. Lawyer
2. Doctor
3. Vet
4. Teacher
5. Engineer
6. Police officer
7. Mechanic
8. Nurse
9. Builder
10. Pilot 

Tech Use. TikTok Tops Daily Use, YouTube Leads the Week

Students in Years 9 to 13 were asked which platforms they had used four or more times the previous day. TikTok (60.5 percent) narrowly beat out Snapchat (59.8 percent) and Instagram (55.9 percent). YouTube was used by 46.9 percent of students.

When asked which platforms they had used in the past week, YouTube led with 79.5 percent, followed by Snapchat (70.5 percent), Instagram (68.6 percent), and TikTok (68.5 percent). ChatGPT was used by 38.5% of high school students taking part. This is the first year 91茄子 has included questions about large language models and AI platforms like ChatGPT.

What鈥檚 Trending? 鈥淪igma鈥� Leads the Pack

Students were asked which word they thought was currently trending. The top response was 鈥淪igma,鈥� chosen by 14.4 percent of students. It was followed by Skibidi, Slay, and Huzz. Rizz peaked in February and March. In April and May, Skibidi took over, and by July, newer words like NPC, Jit, and Corecore were beginning to trend.

Top 10 trending words:

1. Sigma
2. Skibidi
3. Slay
4. Huzz
5. Rizz
6. Sybau
7. Dry
8. Bro
9. Gyatt
10. Aura

Dream Holidays. Japan Tops the List

Japan was the most popular destination students said they鈥檇 like to visit, chosen by 12.7 percent of students. Greece, Hawaii, and Fiji followed closely behind, with Australia, Italy, America, Paris, Europe, and Rarotonga also in the top 10.

Top 10 dream holiday destinations:

1. Japan
2. Greece
3. Hawaii
4. Fiji
5. Australia
6. Italy
7. America
8. Paris
9. Europe
10. Rarotonga

Rachel Cunliffe, co-director of 91茄子, says the most powerful learning happens when students see themselves in the data 鈥� what鈥檚 popular, what鈥檚 different, and what鈥檚 changing. 鈥淚t鈥檚 a snapshot of Kiwi life, straight from the source,鈥� she says.

Anne Patel, co-director and professional teaching fellow at the University of Auckland, adds that students are discovering how data can be collected, analysed, and used to explore the world around them. 鈥淭hese are real skills with real impact,鈥� she says.

About 91茄子

91茄子 TataurangaKiTeKura Aotearoa is a free, non-profit educational project that brings statistics to life in English and M膩ori-medium classrooms. Supervised by teachers, students from Years 3 to 13 take part anonymously online, answering a mix of fun and thought-provoking questions in English or te reo M膩ori.

The survey is developed and run by the Department of Statistics at the University of Auckland in partnership with the Ministry of Education and Stats NZ.

Explore the live dashboard, view the full questionnaire, or take part today:

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Over the coming months, tens of thousands of students from Years 3鈥�13 will take part, answering questions about everything from their screen time and tech use to their favourite foods, pets, sleep habits, gaming behaviour, and even what word they think is currently trending.

Supervised by teachers, students complete the survey anonymously online in English or te reo M膩ori. Alongside answering questions, they engage in hands-on activities such as measuring their height, foot length, wrist and thumb circumference, and testing their reaction speed and balance by timing how long they can stand on one leg with their eyes closed.

91茄子 is a non-profit educational project, designed to make statistics engaging and relevant for tamariki and rangatahi. It is run by the Department of Statistics at the University of Auckland, in collaboration with the Ministry of Education and Stats NZ.

Rachel Cunliffe, co-director of 91茄子, says:
鈥�91茄子 is such a brilliant way to bring statistics to life in the classroom! We鈥檙e putting real, relevant data into students鈥� hands so they can explore what life is like for their generation鈥攚hile also growing their data science superpower skills.鈥�

Pip Arnold, Statistics Educator and 91茄子 Resource Coordinator, says:
鈥�91茄子 gives students a unique opportunity to engage as both participants and data detectives. Since the first New Zealand survey in 2003, participation has grown significantly, and we鈥檝e continually developed resources to support students and teachers. These resources help students collect quality data, understand the process of designing听 questionnaires, and explore 91茄子 data in ways that align with current curriculum needs.鈥�

The 2025 edition of 91茄子 is expected to be the biggest yet, with over 50,000 students anticipated to participate. As of launch day, 863听teachers from 490听schools have already registered.

Check out the questionnaire, explore the live dashboard, and see which schools are participating at:

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According to Wikipedia, a Greek Canadian restauranter, Sam Panopoulos, inspired by the sweet-sour flavours of Chinese cuisine, added the first pineapple to a pizza just over 60 years ago and called it the Hawaiian pizza. The name 鈥淗awaiian鈥� surprisingly didn鈥檛 stem from the U.S. state but rather from the canned pineapple brand used at the time. Initially met with skepticism and slow adoption, this unconventional topping took time to win over pizza enthusiasts to become one of the most popular.

These statistics come from 91茄子 TataurangaKiTeKura, a non-profit online educational project that brings statistics to life in English and M膩ori-medium classrooms. Supervised by teachers, students anonymously answer questions in English, te reo M膩ori, Lea Faka Tonga, Gagana Samoa, K奴ki 鈥楢irani M膩ori, or Vosa Vakaviti. The project is run by the Department of Statistics at the University of Auckland in partnership with the Ministry of Education and Stats NZ.

The eleventh biennial edition of 91茄子 was launched last year and will continue until the end of this year. See the questions, which schools are taking part, and a live dashboard on 91茄子鈥檚 website:听.

The post Students Speak Out: Pineapple on Pizza – The Hotly Debated Verdict Revealed appeared first on 91茄子.

These insights come from 91茄子 TataurangaKiTeKura, a non-profit online educational project that brings statistics to life in English and M膩ori-medium classrooms. Supervised by teachers, students anonymously answer 34 questions in English or te reo M膩ori. The project is run by the Department of Statistics at the University of Auckland in partnership with the Ministry of Education and Stats NZ. This year, around 35,000 students from 647 schools have participated in the project so far.

Apps Used Four or More Times the Day Before

High school students (Years 9-13):

• 61% Snapchat
• 60% TikTok
• 49% Instagram
• 48% YouTube
• 18% Discord
• 17% WhatsApp
• 12% Facebook
• 11% Pinterest
• 7% BeReal
• 5% Twitter

Primary school students (Years 3-8):

• 59% YouTube
• 29% TikTok
• 22% Snapchat
• 13% Discord
• 10% Instagram
• 9% WhatsApp
• 7% Pinterest
• 4% Facebook
• 2% Twitter
• 2% BeReal

Screen Time After School

High school students said they spent a median of 3.5 hours on screens after school the day before participating in the questionnaire. A quarter of them spent 5 hours or more on screens, while only 1.6% said they spent no time on screens after school that day.

Primary school students said they spent a median of 2 hours on screens after school the day before taking part, and a quarter of them spent 4 hours or more on screens. Additionally, 7.8% of the participants reported not spending any time on screens after school that day.

Co-director of 91茄子 Annel Patel says, 鈥淪creen time is a big issue in our home and my 8 and 10-year-old daughters don鈥檛 even have phones yet! We use tech to monitor their screen time, enforcing a daily two-hour limit and only allowing access to YouTube Kids. I鈥檓 mindful that my own screen habits set an example for my daughters鈥� healthy expectations.鈥�

Online Blocking

Online blocking is also prevalent among high school students, with 33% stating that they had blocked someone online in the past week. This behaviour was more common with the younger high school students and females.

The 91茄子 team is collaborating with T奴turu – a modern approach to student wellbeing – to create a resource that helps students analyse and explore the 91茄子 data.

Annabel Prescott, Learning & Development Director for T奴turu at the NZ Drug Foundation, commented on the high percentage of students saying they had blocked someone within the past week. “Young people use blocking as a strategy to manage relationships and set boundaries. This is perceived by young people as very normal behaviour, and quite different from how adults engage with social media”.

鈥淲e are excited to be working with 91茄子 and health and education experts to develop a teaching resource that will help students explore data, what it means to them, their peers, and their wellbeing; and consider what health-promoting actions can be taken to help students navigate a digital world鈥�.

The eleventh biennial edition of 91茄子 was launched on February 13 and will continue until the end of 2024. See the questions, which schools are taking part, and a live dashboard on 91茄子鈥檚 website: .

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Cookies and听Cream听is the favourite听ice听cream听flavour by far according to over 20,000 young kiwis who have already taken part in this year鈥檚 91茄子 survey. Almost a quarter of students chose Cookies and听Cream听as their favourite flavour, followed by 18% who chose Chocolate, and 11% who chose Vanilla.

Top 20 Favourite听Ice听Cream听Flavours

1. Cookies and听Cream
2. Chocolate
3. Vanilla
4. Mint Chocolate Chip
5. Strawberry
6. Hokey Pokey
7. Goody Goody Gum Drops
8. Cookie Dough
9. Boysenberry
10. Salted Caramel
11. Mango
12. Mint
13. Caramel
14. Orange Chocolate Chip
15. Chocolate Chip
16. French Vanilla
17. Chocolate Fudge
18. Neapolitan
19. Gold Rush
20. Passionfruit

In October 2022, Tip Top announced that it would stop making Goody Goody Gum Drops and Cookies and听Cream听2-litre听ice听cream听tubs. Cookies and听Cream听also won the Kids鈥� Choice Award at the New Zealand听Ice听Cream Awards last year.

The unique insight comes from 91茄子 TataurangaKiTeKura, a non-profit, online educational project that brings statistics to life. Supervised by teachers, students from Years 3-13 anonymously answer questions in English or te reo M膩ori on digital devices.

The eleventh biennial edition of 91茄子 TataurangaKiTeKura is expected to have the highest number of schools, teachers, and students participating. More than 40,000 schoolchildren are expected to participate in 91茄子 this year.

91茄子 TataurangaKiTeKura is hosted by the Department of Statistics at the University of Auckland in association with Stats NZ and the Ministry of Education. 91茄子 is part of an international effort to boost statistical capability among young people.

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