By Sayali Phadke (Pennsylvania State University), Matthew Beckman (Pennsylvania State University), Kari Lock Morgan (Pennsylvania State University)
Information
This work discusses a randomized curricular experiment framed to investigate the causal effect of teaching through relevant contexts on statistical literacy measured using a research-based assessment. Relevant contexts were defined as contexts with personal relevance or significance to the respondents – college students, in this case. The treatment group received parallel forms of problem-solving laboratory exercises used in the course, based on topics such as the pandemic, education, and mental and physical health, among others. The choice of topics was driven by a prior student survey. Statistical literacy outcomes were measured using the Basic Literacy in Statistic (BLIS) assessment (Ziegler, 2014) and a modified version developed by the authors (Phadke et al., 2022). This IRB-approved study was conducted in a coordinated undergraduate introductory statistics course taught at a large research university. Even though the results were inconclusive, we discuss the implicit assumption that students develop an ability to apply course learnings to contexts important to their lives and the world around them. Beyond the statistical literacy outcomes, this work encouraged students to consider topics relevant to their own personal and professional lives as well as the society from a statistical point of view, which can be considered a valuable learning experience.