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Using Models and Representations in Statistical Contexts

Interdependencies of Students’ Competency with Reading Comprehension and General Cognitive Abilities

Modelle und Darstellungen in statistischen Kontexten nutzen

Zusammenhänge der Kompetenz von Lernenden mit Leseverständnis und allgemeinen kognitiven Fähigkeiten

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Abstract

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.

Zusammenfassung

Die Kompetenzmessung im Bereich von Statistical Literacy hat gezeigt, dass die Leistung von Lernenden mit hierarchischen Modellen beschrieben werden kann. Empirische Studien, die auf mögliche Einflussfaktoren abzielen, sind jedoch selten. In diesem Artikel untersuchen wir die Leistung von Schülerinnen und Schülern bezüglich der Kompetenz Nutzen von Darstellungen und Modellen in statistischen Kontexten, einem Kernelement von Statistical Literacy. Des Weiteren analysieren wir, inwieweit bestimmte Lernervariablen wie Leseverständnis und allgemeine kognitive Fähigkeiten mit dieser Kompetenz zusammenhängen. Zu diesem Zweck bearbeiteten 503 Achtklässler aus Deutschland einen entsprechenden Kompetenztest sowie standardisierte psychometrische Tests für Leseverständnis und allgemeine kognitive Fähigkeiten. Außerdem wurden Mathematiknote und sozio-ökonomischer Status in die Analyse einbezogen. Die Ergebnisse zeigen in unserer Stichprobe relativ homogene Ausprägungen der Kompetenz Nutzen von Darstellungen und Modellen in statistischen Kontexten mit hohen Lösungsraten für einfache Aufgaben und geringen Erfolgsquoten bei den schwierigsten Items. Mehrebenenregressionen legen es nahe, dass diese Kompetenz eher mit allgemeinen kognitiven Fähigkeiten als mit Leseverständnis zusammenhängt. Implikationen für Theorie und Praxis werden diskutiert.

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Acknowledgements

This project was supported by research funds from Ludwigsburg University of Education. Ute Sproesser was a member of the Cooperative Research Training Group at the University of Tuebingen and the University of Education, Ludwigsburg, which was supported by the Ministry of Science, Research and the Arts in Baden-Wuerttemberg.

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Authors and Affiliations

  1. Heidelberg University of Education, Heidelberg, Germany

    Ute Sproesser

  2. Ludwigsburg University of Education, Ludwigsburg, Germany

    Sebastian Kuntze & Joachim Engel

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  1. Ute Sproesser
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  2. Sebastian Kuntze
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Correspondence to Ute Sproesser.

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13138_2018_133_MOESM1_ESM.docx

The online supplement (Sproesser and Kuntze 2018) presents further details related to the MoReSC approach, describes hierarchical levels of competency for this aspect of statistical literacy, and discusses results on the item level.

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Sproesser, U., Kuntze, S. & Engel, J. Using Models and Representations in Statistical Contexts. J Math Didakt 39, 343–367 (2018). https://doi.org/10.1007/s13138-018-0133-4

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