Exploring Influential Factors and Conditions Shaping Statistical Literacy

What is it about?

Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.

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Why is it important?

Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.