Developing Statistical Literacy in Year 13 Statistics Students

Abstract

Statistical information pervades everyday life in the twenty-first century. Research shows, however, that the skills needed to be able to understand and critically evaluate statistical information must be specifically taught. In 2013, an externally assessed Level Three National Certificate in Educational Achievement standard in statistical literacy will be introduced for the first time. The aim of this thesis is to investigate a possible teaching approach that will enable Year 13 statistics students to critically evaluate media reports on polls and surveys, including an appreciation of survey concerns and an understanding of margin of error. A design research methodology was adopted for this study, with two cycles of test, revision and improvement of the learning trajectory. The first cycle involved a pilot study with four volunteer teachers. The second cycle was a small-scale teaching intervention involving eight Year 12 students. A qualitative analysis of the pre-test and post-test responses, interviews with students and teaching implementation was conducted. From the literature and analysis of the data, a framework was devised for the design of a learning trajectory for developing Year 13 students’ ability to critically evaluate media reports involving polls and surveys. The findings of this study indicated that the learning trajectory needed twelve key components: (1) a motivational aspect; (2) a test of prior knowledge; (3) literacy support; (4) extension of students’ current statistical and contextual knowledge base; (5) a collaborative community of enquiry; (6) image and story support; (7) development of a critical stance; (8) the use of “worry” questions; (9) development of an appreciation of non-sampling errors; (10) development of an understanding of margin of error; (11) the use of post-reading strategies; and (12) development of students’ ability to communicate in writing a critical evaluation of a media report. The motivational aspect was provided by media reports through a real-life context. Literacy support was needed in the form of reading strategies, use of writing frames and assistance with the comparative language used in claims in the media. Computer visualisations and procedural scaffolds seemed to be valuable tools for helping students to conceptualise margins of error and appreciate the “rules of thumb’ for estimating them. The pilot study for this research also suggested that professional development for teachers will be essential before they can implement a learning trajectory such as that used in this study.