Utilizing Project-Based Learning to Improve Statistical Literacy

This action research study examined the impact of Project-Based Learning (PBL) on statistical literacy among community college students enrolled in introductory statistics courses. The study addressed the challenge students face in interpreting statistical results in real-world contexts, despite achieving correct numerical answers. Utilizing a PBL approach during the hypothesis testing unit, the study employed an explanatory sequential mixed methods design, incorporating a pretest and posttest using the Reasoning and Literacy Instrument (REALI), followed by structured interviews. Quantitative results demonstrated improvement in statistical literacy in all areas assessed on the REALI, particularly in the area of hypothesis testing and p-values. Qualitative findings suggested that students perceived PBL as a positive approach for improving their statistical literacy by promoting engagement and motivation, enhancing their ability to understand and apply statistical concepts, integrating key PBL elements, and encouraging collaboration. As a result, students felt more confident in their ability to interpret statistical data. The implications of this research suggest that PBL can serve as an effective pedagogical tool in statistics education at the community college level, promoting active learning, real-world relevance, and collaboration. These findings offer valuable insights for educators and institutions seeking to improve student outcomes in statistical literacy by integrating more interactive, student-centered teaching approaches.