Enthusing students towards statistical literacy using transformative learning paradigm: implementation and appraisal

Abstract

and changing requirements of globalizing society. Hence, there is a need to shift from traditional method of teaching statistics to new paradigms. This paper presents the improvements implemented along with its appraisal in teaching general education statistics courses using the traditional transmissive pedagogy and then shifting to transformative learning paradigm. The transmissive pedagogy involves merely lectures and paper-and-pen tests, while the transformative learning paradigm integrates computer-based instructions, Web technologies, authentic assessment, problem-based learning, collaborative inquiry, and use of real-life data. Results showed a significant improvement in understanding statistics for both learning paradigms. However, the data did not provide evidence to indicate differences in the amount of learning between the two paradigms. Classical and Bayesian factor analyses both obtained seven non- intellective factors. The two paradigms differ significantly on five factors indicating that students are enthused towards statistical literacy under the transformative learning framework.