This paper investigates how students perceive their participation in Statistics class activities. Effective pedagogical practices depend on knowing how students interact with data-related tasks. To gauge the self-reported levels of engagement, interest, and perceived relevance of Statistics activities, the study polls students in grade 12. To fully understand the perspectives of students, the study uses a quantitative strategy that includes quantitative surveys. The implications of this study add to the conversation about statistics education. The results guide the development of curricula, instructional strategies, and educational policies to encourage meaningful participation and enhance student outcomes in statistics. A generation that is data literate and capable of using data for informed decision-making is created by adapting teaching strategies to students' needs and interests. The needs and goals of the students can be used to improve statistics programs. [Note: The page range (291-306) shown on the PDF is incorrect. The correct page range is 291-305.]