Abstract

This article documents the degree of baseline data literacy displayed by high school students and college students. It employs data collected from an online instructional module produced by the Federal Reserve Bank of St. Louis to identify specific areas where students exhibit both high and low levels of knowledge. As a novel contribution, this work documents the degree of self-efficacy displayed by each student when answering data literacy-related multiple-choice questions. This analysis finds very similar levels, on average, of baseline data literacy competencies among college students and high school students. At the same time, there are significant differences in the perceived self-efficacy of each group of students. These differences are more marked when students answer questions correctly than when they answer questions incorrectly. Lastly, this work documents overall higher degrees of student competency in the domains related to understanding and communicating about data than in the domains related to evaluating and using data ethically.

摘要

本文记录了高中生和大学生显示的基线数据素养的程度。它使用从圣路易斯联邦储备银行生产的在线教学模块中收集的数据来识别学生既显示知识水平又显示知识水平低的特定区域。作为一项新颖的贡献，这项工作记录了每个学生在回答与数据素养相关的多项选择题时显示出的自我效能感的程度。该分析发现，在大学生和高中生之间，基线数据读写能力的平均水平非常相似。同时，每组学生的自我效能感也存在显着差异。当学生正确回答问题时比不正确回答问题时，这些差异更明显。最后，