Keywords
Graphical displays, Graphical comprehension, Statistical literacy, Assessments
Abstract
Statistical literacy refers to two interrelated components: people’s ability to interpret and critically evaluate statistical information, and their ability to discuss or communicate their reactions to statistical information. The ability to read and interpret graphical displays is part of statistical literacy because much of the statistical information people encounter in their everyday lives are graphical displays or tables of data. The purpose of this study was to investigate college-level students’ graphical comprehension. Students’ graphical comprehension was assessed using items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessments. Much can be learned about students’ graphical comprehension based on this study. Results from this study can be used to highlight the importance of incorporating graphical comprehension and/or data visualization into introductory statistics courses.
DOI
https://doi.org/10.5038/1936-4660.12.1.8
Recommended Citation
Bolch, Charlotte A., and Tim Jacobbe. "Investigating Levels of Graphical Comprehension Using the LOCUS Assessments." Numeracy 12, Iss. 1 (2019): Article 8. DOI: https://doi.org/10.5038/1936-4660.12.1.8
Creative Commons License
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