Evaluating the Practices of Instructors Teaching Statistics Courses from Different Undergraduate Programs in Terms of Statistical Literacy

Abstract

In this study it was aimed to evaluate the practices of instructors teaching statistics courses in different undergraduate programs in terms of statistical literacy. Through this aim, statistics courses of nine instructors from nine different undergraduate programs were observed during a semester in a state university. Qualitative data of this study consisted of classroom observations, field notes and interviews conducting with instructors. Data was analyzed with the rubric, including the aspects of the statistical literacy components to evaluate statistical literacy practices. Chi-Square independent test was performed to determine whether the differences between programs are statistically significant. Differences were seen between programs and components the practices of instructors in statistics courses. In their practices, instructors mostly referred to basic concepts component and they referred to statistical process component at least. As a result of Chi-Square analysis it was seen that all of differences based on statistics practices between components and aspects according to programs were statistically significant. And key aspects were identified for statistical literacy based on the practices of statistics courses. Important steps would be taken to raise undergraduate students’ statistical literacy levels if these aspects are taken into consideration at determining the course context and designing the practices.