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CAN WE DISTINGUISH STATISTICAL LITERACY AND STATISTICAL REASONING?

Anelise Sabbag et al.

Statistics Education Research Journal2025https://doi.org/10.52041/serj.v24i1.587article
ABDC B
Weight
0.46

What the paper says

One of the most important goals in a statistics class is to develop students who are statistically literate and can reason with statistical concepts. The REALI instrument was designed to concurrently assess statistical literacy and reasoning in introductory statistics students. This paper reports a measurement analysis of the statistical literacy and reasoning subscores from the REALI assessment and the extent to which they are reliable and distinct. Investigation of these subscores is used clarify the relationship between the constructs of statistical literacy and statistical reasoning and to what extent they overlap. The results of this analysis, under a Multidimensional Item Response Theory framework, show that the statistical literacy and reasoning subscores provide no added value over a single general statistical knowledge score. This indicates the two constructs might be indistinguishable from one another.

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https://doi.org/https://doi.org/10.52041/serj.v24i1.587

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@article{anelise2025,
  title        = {{CAN WE DISTINGUISH STATISTICAL LITERACY AND STATISTICAL REASONING?}},
  author       = {Anelise Sabbag et al.},
  journal      = {Statistics Education Research Journal},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.52041/serj.v24i1.587},
}

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CAN WE DISTINGUISH STATISTICAL LITERACY AND STATISTICAL REASONING?

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Evidence weight

0.46

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.37 × 0.4 = 0.15
M · momentum0.60 × 0.15 = 0.09
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.