Statistical Literacy Research Articles

Investigating of Statistical Literacy Acquisition at Freshman Year of High School

Investigating of Statistical Literacy Acquisition at Freshman Year of High School

PROFIL KEMAMPUAN LITERASI STATISTIS MAHASISWA JURUSAN PENDIDIKAN MATEMATIKA UNIVERSITAS SULTAN AGENG TIRTAYASA

ABSTRACT As an effort to achieve meaningfulness in the research process conducted by students, it requires a student ability covering ability compile to with refer to the question to be researched, formulating statistical hypothesis, solving, and interpreting problems which is relied by existing context, this ability is known as statistical literacy. The purpose of this study is to describe and assess the ability of statistical literacy. By knowing the ability of statistical literacy early on in the first semester, it will be able to be developed furthermore realization of subject circumstances under study in further statistics. The method used in this research is qualitative method with type of research strategy of case study. The subjects of the study are students majoring in mathematics education semester I in the basic statistics courses of the academic year 2016/2017. Research instrument that is researcher as main instrument, and statistic literacy test. The result of the research is 35% of students are in the high statistic literacy ability category, 13% of students are in the medium category, and 52% of students are in the low category, with different achievement in each capability category viewed from three indicators of statistical literacy ability. They are Formulating problems ability; Using concepts ability, facts, procedures and reasoning; Interpreting problems solving ability. Keywords: Statistical literacy ability, student of mathematics education

Methodical aspects of statistical modeling of the structure of economic processes and phenomena

Statistical modeling structure is widely used in research in all sectors of the economy at micro, meso, macro and global levels. However, the presentation of this method in the statistics literature does not have a single complete view that shows the relevance of improving the methodological support of the statistical analysis of the structure and development of statistical methodologies and enhancing the statistical literacy of society. The paper extends the conceptual-categorical apparatus of the structure analysis, two types of structures, the algorithm of structure analysis.

A FLIPPED CLASSROOM MODEL FOR A BIOSTATISTICS SHORT COURSE

Effective pedagogical strategies are needed to improve statistical literacy within health sciences education. This paper describes the design, implementation, and evaluation of a highly interactive two-week biostatistics short course using the flipped classroom model in the United States. The course was required for all students at the start of a doctoral degree program with the goal of standardizing student preparation, contextualizing biostatistics to healthcare, and identifying students needing additional help. We focused on basic concepts and methods, their application to healthcare, selection of statistical procedures, and results interpretation. Data indicate that students were actively engaged, perceived the course as useful, and experienced learning gains. After the course, students indicated that they better understood the relevance and applicability of biostatistics and were motivated to learn more. First published November 2017 at Statistics Education Research Journal Archives

MORE THAN JUST NUMBERS: CHALLENGES FOR PROFESSIONAL STATISTICIANS

This paper describes a qualitative survey of professional statisticians carried out in New Zealand in 2014. The aim of the study was to find out if the issues this group faced were consistent with those identified in the literature. The issues identified were integrity, legitimacy, isolation, workforce shortage, communication, and marginalisation. They represent points of frustration for statisticians that may impact on the future of the profession as it responds to increasing demands and higher expectations. We found that these issues resonated for many of the statisticians included in our study and we have discussed a number of strategies to address them. They include raising our profile, attracting a broader range of people to the profession, increasing our communication skills, raising the statistical literacy of the people we work with, and a commitment to making it easy to engage with our colleagues.
 First published November 2017 at Statistics Education Research Journal Archives

Promoting statistical literacy in Abu Dhabi

Promoting statistical literacy in Abu Dhabi

“StatLit: tactical interventions for strategic transformation”

PurposeThis paper was inspired by an Association of College and Research Libraries Biennial Conference 2017 roundtable that aimed to transform existing notions about statistical literacy in information literacy instruction.Design/methodology/approachIn Baltimore, the authors facilitated an in-person discussion and synchronous virtual dialogue via Twitter and Periscope about teaching basic statistical concepts (such as mean vs median) and the real implications of “statistical significance”.FindingsA recording of the roundtable is available here: http://bit.ly/StatLit.Originality/valueThe goal of the StatLit roundtable was to inspire transformational thinking for teaching basic statistical reasoning to students within a library context.

Introductory Statistics Textbooks and the GAISE Recommendations

ABSTRACTThe six recommendations made by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) committee were first communicated in 2005 and more formally in 2010. In this article, 25 introductory statistics textbooks are examined to assess how well these textbooks have incorporated the three GAISE recommendations most relevant to implementation in textbooks (statistical literacy and thinking; use of real data; stress concepts over procedures). The implementation of another recommendation (using technology) is described but not assessed. In general, most textbooks appear to be adopting the GAISE recommendations reasonably well in both exposition and exercises. The textbooks are particularly adept at using real data, using real data well, and promoting statistical literacy. Textbooks are less adept—but still rated reasonably well, in general—at explaining concepts over procedures and promoting statistical thinking. In contrast, few textbooks have easy-usable glossaries of statistical terms to assist with understanding of statistical language and literacy development. Supplementary materials for this article are available online.

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial

BackgroundAdequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence.MethodsWe introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course “Evidence-based Medicine” for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students’ pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen’s d, r) based on adjusted means and standard deviations.ResultsAll of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen’s d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p < .05, d = .94, r = .42 (95% CI: [.26, .57]). However, in the subgroup of participants with a high initial numeracy score no similar effect could be observed.ConclusionDedicated training can improve relevant components of risk competence of medical students. An already promising overall effect of the blended learning approach can be improved significantly by implementing a test-enhanced learning design, namely repeated testing. As students with a high initial numeracy score did not profit equally from repeated testing, target-group specific opt-out may be offered.

The development of statistical literacy in applied linguistics graduate students

AbstractStatistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis (Brown, 2004;Gass, 2009), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doctoral students in the field. The present study investigated the development of statistical literacy in a sample of such students taking semester-long discipline-specific quantitative research methods courses. Participants completed a pre-course and post-course survey. The results indicate that participants increased their knowledge of basic descriptive statistics and common inferential statistics to a great extent. Furthermore, participants reported that they felt more confident interpreting and using statistics. Based on these findings, recommendations for improving methodological practices and graduate training in our field are provided.

PENGARUH TINGKAT FINANCIAL LITERACY DAN FAKTOR SOSIODEMOGRAFI TERHADAP PERILAKU KEPUTUSAN INVESTASI INDIVIDU

The purpose of this study is to explain the influence level of financial literacy and sociodemographic factors on behavior of individual investment. Respondents are unmarried employees in Denpasar with a sample of 83 peoples. Determination of sample using non-probability sampling with accidental sampling approach.Data were analyzed by using Multiple Linear Regression Analysis. The results of this study indicate that the level of financial literacy has a positive effect on the behavior of individual investment decisions, whereas the differences in influence between men and women on the behavior of individual investment decisions and income negatively affect the behavior of individual investment decisions. Based on the results of statistical data financial literacy variables have the greatest influence in determining the behavior of individual investment decisions compared with sociodemographic factors. This explains that a person's knowledge of managing his personal finances is a key factor in determining an investment decision.

Statistical Literacy as a Function of Online Versus Hybrid Course Delivery Format for an Introductory Graduate Statistics Course

ABSTRACTStatistical literacy refers to understanding fundamental statistical concepts. Assessment of statistical literacy can take the forms of tasks that require students to identify, translate, compute, read, and interpret data. In addition, statistical instruction can take many forms encompassing course delivery format such as face-to-face, hybrid, online, video capture, and flipped. In this study, we examined statistical literacy of graduate students using a validated assessment tool (the Comprehensive Assessment of Outcomes in Statistics; CAOS) across two increasingly popular delivery formats—hybrid and online. In addition, we examined condensed (six week) semesters to full (16 week) semesters to determine if course length was related to statistical literacy. Our findings suggest that, holding other factors constant, delivery format is not related to statistical literacy for graduate students. This contradicts some existing research that shows hybrid delivery outperforms online only. Our results have important implications for the teaching of statistics as well as for graduate education overall.

Evaluating the Practices of Instructors Teaching Statistics Courses from Different Undergraduate Programs in Terms of Statistical Literacy

In this study it was aimed to evaluate the practices of instructors teaching statistics courses in different undergraduate programs in terms of statistical literacy. Through this aim, statistics courses of nine instructors from nine different undergraduate programs were observed during a semester in a state university. Qualitative data of this study consisted of classroom observations, field notes and interviews conducting with instructors. Data was analyzed with the rubric, including the aspects of the statistical literacy components to evaluate statistical literacy practices. Chi-Square independent test was performed to determine whether the differences between programs are statistically significant. Differences were seen between programs and components the practices of instructors in statistics courses. In their practices, instructors mostly referred to basic concepts component and they referred to statistical process component at least. As a result of Chi-Square analysis it was seen that all of differences based on statistics practices between components and aspects according to programs were statistically significant. And key aspects were identified for statistical literacy based on the practices of statistics courses. Important steps would be taken to raise undergraduate students’ statistical literacy levels if these aspects are taken into consideration at determining the course context and designing the practices.

Assessment of Educational Research Literacy in Higher Education: Construct validation of the factorial structure of an assessment instrument comparing different treatments of omitted responses

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) are key competencies of future professionals in educational practice. A test instrument was developed to assess Educational Research Literacy with the competence facets Information Literacy, Statistical Literacy, and Evidence-based Reasoning. Even though there are certain overlaps with generic concepts like critical thinking or problem solving, Educational Research Literacy is acquired within its reference disciplines. This contribution aimed to delve deeper into the question which factorial model is most appropriate. Four competing models were compared: unidimensional, three-dimensional, and two bifactor models. The comparison was based on a study of 1360 students at six German universities and was validated by another study of 753 students at three universities. The results also were examined relative to the scoring of omitted responses and the booklet design used in the first study. The results indicate that the four-dimensional bifactor model was the most appropriate: Educational Research Literacy seems to consist of one dominant factor and three secondary factors. The results also support handling both omitted and not-reached responses as missing information. Subsequently, the results are critically discussed relative to the requirements for assessing and for imparting competencies in higher education. Recommendations for future research are stated.

Some Ghosts of Statistics Past

Some Ghosts of Statistics Past

Alfabetizacion Estadistica en Profesores de Distintos Niveles Formativos

Resumen: El presente artículo tiene por objetivo evaluar los niveles de alfabetización estadística y la percepción que tienen estudiantes en Formación Inicial Docente y profesores en ejercicio del sistema escolar. Para tal efecto, se aplicaron dos instrumentos: el primero, de alfabetización estadística y el segundo de percepción, validados estadística. Los resultados evidencian que, en general, los estudiantes en Formación Inicial Docente y profesores en ejercicio presentan porcentajes de logro descendidos en la descodificación de situaciones problemáticas de tipo textual, entregando además argumentaciones poco plausibles con los saberes estadísticos donde intervienen conceptos básicos de estadística.

‘I’m not a natural mathematician’

There is continuing concern about the paucity of social science graduates who have the quantitative skills required by academia and industry. Not only do students often lack the confidence to explore, and use, statistical techniques, the dominance of qualitative research in many disciplines has also often constrained programme-level integration of more quantitative material. However, whilst the topic of statistical literacy is relatively well researched within the more general educational literature, the evidence-base with respect to the effectiveness of teaching and learning of quantitative research methods in the social science remains somewhat limited. This paper describes the development, integration and evaluation of a series of student-led inquiry-based quantitative workbooks within a sociology/social policy undergraduate degree. It outlines how the workbooks were constructively aligned within a ‘methods spine’ and offers some insight into quantitative teaching and learning generally. The paper also discusses some of the opportunities and challenges of taking both an aligned and IBL approach to the teaching of quantitative methods. In doing so it adds to growing evidence that ‘problem-based pedagogies’ tend to increase educational gain over and above more didactic approaches to learning and teaching. It highlights three key findings: programme-level approaches to curriculum design can be crucial in improving quantitative skills, particularly where they are tailored to student needs; a general indifference to quantitative methods is likely to be due to a process of disenfranchisement that happens before and during students’ engagement with university; and, meaningfully engaging students as partners in the process of designing, integrating and evaluating curricula can help to overcome some of the barriers associated with the learning and teaching of quantitative skills.

Turking Statistics: Student-generated Surveys Increase Student Engagement and Performance

Thirty years ago, Hubert M. Blalock Jr. published an article in Teaching Sociology about the importance of teaching statistics. We honor Blalock’s legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In addition, we assess whether using MTurk has an impact on student ability to make professional progress. We find that, compared to traditional teaching methods, using MTurk increased student performance, perceptions, and outcomes. In addition, using MTurk resulted in a measurable increase in statistical literacy. We recommend that instructors teaching statistics consider how MTurk or similar technologies can be used in their classrooms.

Knowledge Discovery and Data Visualization

This article reviews the literature in the search for the theories and perspectives of knowledge discovery and data visualization. The literature review highlights the overview of knowledge discovery; Knowledge Discovery in Databases (KDD); Knowledge Discovery in Textual Databases (KDT); the overview of data visualization; the significant perspectives on data visualization; data visualization and big data; and data visualization and statistical literacy. Knowledge discovery is the process of searching for hidden knowledge in the massive amounts of data that individuals are technically capable of generating and storing. Data visualization is an easy way to convey concepts in a universal manner. Organizations, that utilize knowledge discovery and data visualization, are more likely to find both knowledge and information they need when they need them. The findings present valuable insights and further understanding of the way in which knowledge discovery and data visualization efforts should be focused.

小学校・中学校・高等学校教師の統計的リテラシーに関する調査研究 : 「ばらつき(ちらばり)」に係る教員研修の必要性を探る

小学校・中学校・高等学校教師の統計的リテラシーに関する調査研究 : 「ばらつき(ちらばり)」に係る教員研修の必要性を探る