Situating Statistical Literacy in Context: Young Adults’ Real-World Experiences with Statistical Information Outside of the Classroom

Abstract

BACKGROUND (200) Statistical literacy is difficult to define, and even more difficult to develop in students. The primary goal of statistical literacy is for students to apply what they learn in the classroom to everyday situations (Gal, 2002). However, achieving this goal requires investigating both the original learning context and the new context where knowledge is applied (Lave & Wenger, 1989). Much of the research on statistical literacy has been conducted in classrooms, limiting its ability to draw conclusions about a construct that is fundamentally grounded in real-world experiences. The rapid evolution of technology and social media makes research focused on students’ authentic experiences essential. Recent surveys indicate that young adults’ information literacy practices are distinct from previous generations (Pew Research Center, 2018; 2021), and it is unclear how statistical literacy interacts with already poor media literacy (e.g., Breakstone et al., 2021). Additionally, the COVID-19 pandemic has altered the perspectives, prevalence, and presentation of statistics (Engeldowl & Weiland, 2021). Better recommendations are needed to adequately prepare today’s young adults to navigate the current information landscape. This study examines undergraduate students’ information literacy practices and experiences with statistical information to better understand the everyday contexts requiring statistical literacy.

METHODS (100) This study surveyed 434 undergraduate students in general education courses about their typical information and media practices and their encounters with statistical information outside of the classroom. The survey was designed to gather both general information about their information literacy practices and specific details related to encounters with statistical information. The goal in casting such a wide net was to evaluate the likelihood of encounters with statistical information, even when the students themselves may not have been cognizant of these encounters. Initial analyses were conducted using EDA techniques, followed by Chi-square analyses to evaluate group differences.

RESULTS (100) Initial results of this survey indicated that students spend a large majority of their time on social media platforms and that most of their information, including statistical information, was acquired through these platforms. Because most students did not report using specific news outlets, the credibility of the information they saw cannot be inferred. Importantly, the likelihood of encounters with statistical concepts outside of the classroom was not impacted by prior coursework in statistics; however, it was related to interest in specific news topics.

IMPLICATIONS (100) This study provides important insights for statistics educators, as a greater understanding of authentic, real-world contexts may help instructors better facilitate transfer from statistics courses, improving overall statistical literacy. These results also carry implications for statistical literacy research because any comprehensive understanding of this construct requires careful, systematic inquiry into its nature. Finally, because this study attempts to understand elements of statistical literacy in relation to its real-world applications, it provides a foundation for future research investigating how statistical literacy may be better defined and cultivated.