Using Models and Representations in Statistical Contexts
Tóm tắt
Competency measures in the area of statistical literacy have shown that learners’ achievement can be described by hierarchical models. However, empirical studies focusing on possible impact factors are scarce. In this paper we analyze students’ achievement concerning the competency using models and representations in statistical contexts, a core element of statistical literacy. We further investigate to which extent several learner variables such as reading comprehension and general cognitive abilities interdepend with this competency. Therefore, a corresponding competency measure and standardized psychometric tests for reading comprehension and general cognitive abilities were administered to 503 German 8th-graders. Additional information about grades in mathematics and the socio-economic status was taken into the analysis. The results indicate that students’ competency of using models and representations in statistical contexts is relatively homogeneous within our sample showing high solution rates concerning basic tasks and little success for the most challenging items. Multilevel regressions suggest that this competency is rather interdependent with general cognitive abilities, but less with reading comprehension. Implications are discussed with regard to the theoretical and practical level.
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