Improving Data Literacy Education with Online Resources
Author Information
Author(s): Marco Alcocer, Leonardo Falabella, Alexandra Lange, Nick Smith, Maureen Feeley
Primary Institution: University of California, San Diego
Hypothesis
Does access to online supplemental instruction improve student performance in data literacy courses?
Conclusion
The study found that online supplemental instruction significantly improves student performance in data literacy education.
Supporting Evidence
- Access to online supplemental instruction modules improved exam scores by an average of 3.8 percentage points.
- Students who engaged with the modules saw an increase of nearly 11 percentage points in their exam scores.
- A post-experiment survey indicated that students found the modules helpful and would recommend them to others.
Takeaway
This study shows that using online resources can help students learn better in data classes, making it easier for them to understand important concepts.
Methodology
A pre-registered double-blind within-subject experiment was conducted with undergraduate students, comparing exam scores between those who accessed online modules and those who did not.
Potential Biases
Potential for non-compliance as students were encouraged but not required to use the online resources.
Limitations
The study was conducted during remote learning due to the Covid-19 pandemic, which may affect the generalizability of the results.
Participant Demographics
Undergraduate students enrolled in a data literacy course at UC San Diego.
Statistical Information
P-Value
0.0032
Statistical Significance
p<0.01
Digital Object Identifier (DOI)
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