Enhancing statistical literacy: Transformative learning for non-STEM tertiary students

Statistical literacy is an essential competency for navigating today’s data-driven world, yet many non-STEM tertiary students encounter significant barriers, including anxiety, low confidence, and difficulty applying statistical concepts in real-world contexts. This pilot mixed-methods study examines how guided research projects, grounded in Transformative Learning Theory (TLT) and the Knowledge–Attitudes–Perceptions (KAP) framework, support the development of statistical literacy among 20 non-STEM students at a Caribbean university. A 54-item KAP instrument was used to assess knowledge, attitudes, and perceptions related to statistics. Quantitative results revealed that while students valued statistics (M = 5.49), they struggled with inferential reasoning (M = 5.42 out of 10), and statistical anxiety remained a concern. Strong positive correlations were found between affect and cognitive competence (r = 0.67), suggesting that emotional engagement plays a critical role in confidence-building. Thematic analysis of student reflections revealed transformative shifts in self-efficacy, perceived relevance, and ability to select and apply statistical tools. Findings support the use of guided, project-based learning as a vehicle for transformative engagement, indicating its potential to enhance both conceptual understanding and learner confidence. The study contributes to growing calls for student-centered, reflective pedagogies in statistics education and offers practical implications for non-STEM curriculum reform.