Comparing Statistical Literacy and Reasoning Abilities among Undergraduate Students

Fitria Virgantari; Nurul Astuty Yensi; Tedy Alfra Siagian

doi:10.55215/pedagonal.v10i2.85

Authors

Fitria Virgantari Universitas Pakuan
Nurul Astuty Yensi
Tedy Alfra Siagian

DOI:

https://doi.org/10.55215/pedagonal.v10i2.85

Keywords:

statistical literacy, statistical reasoning, comparative analysis, Project-Based Learning, Undergraduate Students

Abstract

This study aimed to compare the statistical literacy and statistical reasoning abilities of undergraduate students at the University of Bengkulu (Sumatra) and Pakuan University (Java) and to identify the factors contributing to their differences. An explanatory sequential mixed-methods design was employed. Quantitative data were obtained from a validated post-test on hypothesis testing administered to 55 students at the University of Bengkulu and 33 students at Pakuan University in the 2024/2025 academic year, followed by interviews. The data were analyzed descriptively and with a two-way analysis of variance. The statistical literacy of students at the University of Bengkulu was mostly at the consistent noncritical level (69.09%), whereas that of students at Pakuan University was mostly at the critical level (75.76%). Most students at both universities reached the integrated reasoning level (72.73% and 78.79%, respectively). Significant differences between the universities were found in statistical literacy (p = 0.001) and statistical reasoning (p = 0.019), whereas gender and its interaction with university had no significant effect. The differences were associated with more intensive and contextual project-based learning, students’ enthusiasm and learning independence, and a weekly statistics discussion group at Pakuan University.

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