Does learning how to use data mean being motivated to use it? Effects of a data use intervention on data literacy and motivational beliefs of pre-service teachers

Abstract

BackgroundIn times of expanding datafication in education, data-based decision making (DBDM) has become a crucial part of teaching and data literacy and motivational beliefs about data use are important preconditions of teachers’ data use. However, data use is not yet part of most teacher education programs. AimsThe present study investigated the effects of a short and easily implementable online intervention on pre-service teachers’ data literacy and their motivational beliefs about data use. SamplesWe conducted two studies with pre-service teachers: in the pilot (Study 1), the structure of motivational beliefs about DBDM was investigated (N = 34). In Study 2 (the main study), the effects of the intervention were examined (N = 136). MethodsThe study was designed as a randomized controlled trial with a wait list control group. The intervention focused on building the basic concept of data literacy with emphasis on data analysis and different types of data, such as assessment and self-evaluation data. ResultsStudy 1 revealed a three-factor structure of motivational beliefs about DBDM. The intervention in study 2 showed a strong positive effect on data literacy test scores and self-efficacy. On average, pre-service teachers reported positive motivational beliefs about DBDM. However, we found evidence for null effects regarding changes in motivational beliefs in the value components cost and enjoyment. ConclusionsThe intervention has the potential to foster aspects of data literacy and self-efficacy about DBDM but not value components of beliefs about DBDM in general.