Assessing Perceived Data Literacy Among First-Year University Students in South Africa

Data drives today's world; hence, acquiring data literacy is essential for academic and professional success. However, students entering the university possess uncertain levels of data literacy skills. Therefore, this study assesses the perceived data literacy possessed by first-year university students in South Africa. The study adopted the cross-sectional survey research design, with a sample of 872 students across South African universities. A validated questionnaire with a reliability index of 0.96 was used for data collection. Descriptive statistics were used to answer the research question, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 significance level. The results show that the students had basic data literacy skills on graphs and types of data. However, they lack familiarity with the concept of visualization, communicating findings from data analysis, the concept of variables and observations. Overall, the students had a medium level of data literacy. Age and access to data significantly influence students' data literacy ratings. However, no significant differences were found among the different sexes. It was recommended that educational institutions integrate comprehensive data literacy programs for students, ensure equitable internet access, and provide continuous professional development programs for teachers.