STATISTICAL LITERACY: A COMPLEX HIERARCHICAL CONSTRUCT

Abstract

The aim of this study was, first, to provide evidence to support the notion of statistical literacy as a hierarchical construct and, second, to identify levels of this hierarchy across the construct. The study used archived data collected from two large-scale research projects that studied aspects of statistical understanding of over 3000 school students in grades 3 to 9, based on 80 questionnaire items. Rasch analysis was used to explore an hypothesised underlying construct associated with statistical literacy. The analysis supported the hypothesis of a unidimensional construct and suggested six levels of understanding: Idiosyncratic, Informal, Inconsistent, Consistent non-critical, Critical, and Critical mathematical: These levels could be used by teachers and curriculum developers to incorporate appropriate aspects of statistical literacy into the existing curriculum. 

First published November 2003 at Statistics Education Research Journal: Archives