Examination of the statistical literacy levels of students from different undergraduate programs

Statistical literacy is an important competence for individuals to know basic statistical terminology and language, to gain experience about statistical process, to display questioning attitude, and to interpret statistical concepts when embedded in different contexts. It is regarded as a skill that must be developed in every stage of education from primary education to higher education. This study aims to determine the statistical literacy levels of students attending different undergraduate programs and provide a general picture of statistical literacy among students through comparison of statistics courses in terms of content, method, approach, and practice. The research sample consists of instructors and students teaching or attending statistics courses in 9 programs (Labor Economics and Industrial Relations, Geological Engineering, Elementary Mathematics Education, Fundamentals of Guidance, Mathematics Education- Mathematics, Biology, Urban and Regional Planning, General Medicine, and Forest Industrial Engineering) in 7 different faculties. Statistical literacy competences were derived from the literature in accordance with statistical literacy components (statistical process, reasoning, understanding basic concepts, and context), and an observation form for statistical literacy practices was developed to reveal the contribution of the approaches, methods, and practices implemented by instructors to statistical literacy. Data obtained through observation of statistics courses were coded based on statistical literacy competences and were analyzed through qualitative and quantitative approaches. Statistical literacy test was developed in accordance with the common course contents of the relevant programs in order to identify the statistical literacy levels of the students. The Rasch model was used for investigating the validity and reliability of the statistical literacy test and analyzing the data related to the test. The approaches, methods, and in-class practices implemented in statistics courses were found to be influential on the statistical literacy of students. This result was obtained from practices associated with reasoning and content most and from practices associated with basic concepts and statistical process components least. Mathematical background, statistical knowledge, mathematical thinking level and skill, and university entrance score were also seen to be influential on the statistical literacy levels of the students. The frequency-related distribution of statistical literacy competences in statistics courses was found to be associated with programs. The competences playing a key role in statistical literacy were also ascertained. It was seen that some competences are not influential on statistical literacy or may fall under different indicators. Additionally, the students found the statistical literacy test difficult and did not exhibit statistical literacy behaviors in the expected way. Moreover, difference between the undergraduate programs in terms of statistical literacy level was seen to be statistically significant. Based on these results, it is recommended that key competences be focused on in statistics courses and statistical practices so that the community is provided with statistically literate individuals. Key Words: Statistical Literacy, Statistical Literacy Competences, Statistical Literacy of Undergraduate Students, Comparative Study