STATISTICAL LITERACY: ITS

RELATION TO THE ATTITUDE

AND EXPECTANCY VALUE

NAME: Maybeline C. Cadano and April Joy E. Quiritan

COURSE & YEAR LEVEL: Bachelor of Secondary Education Major in Mathematics -
3rd Year
SCHOOL: Central Philippines State University - Main Campus
INTRODUCTION
• Statistical literacy is the ability to understand, interpret, and critically evaluate
statistical information and data (Gal, 2004 in N A Hidayati et al, 2020).

• Having statistical literacy skills can help individuals to think critically about the
information they encounter and make better decisions.

• It can also help them to communicate more effectively with others about data and
evidence (Wallman, 1993 in Marayat et. al., 2014).

• The current state of statistics in education is an area of active research and

development.

• While there have been significant advances in the teaching of statistics over the past
few decades, there are still gaps and challenges that need to be addressed.

• Many students find statistics to be difficult and intimidating, which can lead to
negative attitudes and a lack of interest in the subject (Oliveira et. al., 2018).
INTRODUCTION
• Another challenge is ensuring students have the necessary statistical literacy
skills to succeed academically and professionally.

• This study aims to investigate the relationship among statistical literacy, attitudes,
and expectancy value of students in Statistics.

• Specifically, this aims to explore how these factors relate to each other and how
they can be used to improve statistical education in colleges and universities.

• This research could have important implications for improving student outcomes
in statistics and preparing them for future career opportunities.
 STATEMENT OF THE PROBLEM
1. 2.

What is the extent of What is the extent of

attitude of students expectancy value of students
towards statistics? towards statistics?

3. 4.
Is there a significant relationship
What is the level of among the attitude, expectancy
statistical literacy of value, and statistical literacy of
students? students towards statistics?
HYPOTHESIS

There is no significant relationship among

the attitude, expectancy value, and
statistical literacy of students towards
statistics.
 THEORETICAL FRAMEWORK
• Constructivism theory of learning by Jean Piaget in the
year 1973.
• Constructivism is a learning theory that emphasizes the role
of the learner in constructing their understanding of
knowledge and reality.

• It suggests that learners actively build their knowledge and

understanding through experiences and reflection (Piaget,
1973).
 THEORETICAL FRAMEWORK
• Expectancy-value theory (EVT) of motivation by J. S. Eccles et.
al. in the year 1980.

• Expectancy Value Theory (EVT) describes the relationship

between a student’s expectancy for success at a task or the
achievement of a goal about the value of task completion or goal
attainment (Eccles et. al., 1980).

• These theoretical framework provides an understanding to

the relationship of students attitude and expectancy value in
statistics and their statistical literacy.
CONCEPTUAL FRAMEWORK
• This framework highlights the
interplay between attitude,
expectancy-value, and Statistical
Expectancy Literacy, showing how they can
Attitude
Value mutually influence each other and
impact students' overall learning
experiences and outcomes.

• Emphasizing how changes in one

component can affect the others,
Statistical
thereby providing a basis for
Literacy understanding the interactions
between these concepts.
 METHODOLOGY
DATA GATHERING
RESEARCH DESIGN RESPONDENTS
INSTRUMENTS

• Descriptive • All third-year • Survey of Attitude

toward Statistics
correlational & fourth-year (SATS)
students in the
• Researchers made
College survey on the
of Teacher expectancy value
Education • Examination of
statistical literacy
 DATA TREATMENT AND ANALYSIS
SOP 1. SOP 2.

• 5-point Likert scale: 1 - Strongly • 5-point Likert scale: 1 - Strongly

disagree, 2 - Disagree, 3 - Neutral, 4 disagree, 2 - Disagree, 3 - Neutral, 4 -
- Agree, and 5 - Strongly agree Agree, and 5 - Strongly agree

• Mean and standard deviation • Mean and standard deviation

SOP 3. SOP 4.
• Rating scale: 40-33 (Very satisfactory),
32-25 (Satisfactory), 24-17 (Fair), 16-9
• Pearson-R correlation
(Poor), and 8-1 (Very poor)

• Mean and standard deviation

Thank You
&
God Bless