Attitudes of University Students Toward Statistics as a Pathway to Data Literacy: A Meta-Analysis

We conducted a meta-analysis of 29 primary studies indexed in the Web of Science, Scopus, and Education Resources Information Center databases up to 2023 to investigate the attitudes of university students regarding basic training in statistics. We considered data collected through Survey of Attitudes toward Statistics (SATS) questionnaires, specifically its 36-item and 28-item versions. To measure the effect size, we considered standardized pre- and post-test differences. Intrinsic and extrinsic moderating variables such as region, discipline, educational level, learning methodology, code-based software practice (RStudio), and source were also analyzed. In doing so, we explain the observed heterogeneity and possible publication bias. Our findings reveal slight mean effect sizes with significant but variable changes. This suggests that the instruction received does not lead to substantial changes in the attitudes declared at the beginning of such training courses. Differences were observed, depending on the region, discipline, and inclusion of RStudio practice. Improving students’ attitudes on mastering statistics is crucial for the development of data literacy competencies. Therefore, specific instruments to address the training and evaluation of students in the critical interpretation of data and their widespread use are becoming increasingly necessary.