Range of Meanings: A Sequential Mixed Methods Study of How English Language Learners Encounter Assessment Items on Descriptive Statistics. Issue 3 (2nd September 2018)

• Record Type: Journal Article
• Authors: Monárrez, Angelica; Galvan, Lorena; Wagler, Amy E.; Lesser, Lawrence M.
• Is Part Of: Journal of statistics education. Volume 26:Issue 3(2018)
• Page Start: 162
• Page End: 173
• Publication Date: 2018-09-02
• Subjects: Assessment -- English language learner -- Measures of center -- Measures of variation -- Sequential mixed methods research; Statistics -- Study and teaching -- Periodicals; Statistics -- Study and teaching; Periodicals; 519.5071
• DOI: 10.1080/10691898.2018.1511388
• Languages: English
• ISSNs: 1069-1898

Abstract

ABSTRACT: English language learners are a growing demographic in secondary, two-year, four-year and research institutions where many students encounter their first course in statistics. In the statistics education literature, recent calls have been made to improve statistical education for underserved student populations, including English Language Learners (ELLs). Some have investigated how ELLs interpret instructional material and classroom practices in the statistics classroom. This study uses a sequential mixed methods approach to investigate how Spanish-speaking ELLs may respond differently to assessment items about measures of center and variation. Comprehensive analyses of this type are essential in order to identify bias and ensure fair comparisons across participant populations. Findings indicate that ELLs do not comprehend context or understand some statistical terms in the same way as non-ELLs. Study limitations, implications, and recommendations are discussed.