Exploring Context-based Teaching of Statistical Literacy and Graphical Communication in a Life Sciences Module in an Asian University

Abstract

In the first run of our Life Sciences module, we highlighted to students that they should apply their prior knowledge of statistical skills in their mini-projects. In their final reports and presentations, we noticed a lack of statistics and graphical representation skills among students. We therefore designed a context-based approach to teach students these skills using EXCEL as a tool during the second run of the module. We used a mixed method approach to analyse students’ artefacts from these two student cohorts. We used content analysis to code students’ reports and presentations based on criteria derived from scientific practices that the module instructors were familiar with and aligned to the meta-representational competence. Frequencies of use and quality of statistics among students in the second cohort were higher, though not statistically different from the first cohort. For graphical representation of data, there was a statistically significant increase in frequencies of use in the second cohort, with improvement in quality. From our student perception survey, students in the second cohort recognised the relevance of these skills beyond the module. Unlike students in the first cohort, those in the second cohort likely saw the practical purpose of learning the skills. This implies the pragmatic approach our local students might take in learning to apply them in graded assignments. We suggest that context-based instruction could be an effective way to foster learning of competencies.