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Range of Meanings: A Sequential Mixed Methods Study of How English Language Learners Encounter Assessment Items on Descriptive Statistics

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Title: Range of Meanings: A Sequential Mixed Methods Study of How English Language Learners Encounter Assessment Items on Descriptive Statistics
Language: English
Authors: Monárrez, Angelica, Galvan, Lorena, Wagler, Amy E., Lesser, Lawrence M.
Source: Journal of Statistics Education. 2018 26(3):162-173.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English Language Learners, Statistics, Educational Improvement, Instructional Materials, Spanish Speaking, Test Items, Culture Fair Tests, Higher Education, College Students, Sequential Approach, Databases, Mathematics Instruction, Mathematics Tests, Item Analysis
DOI: 10.1080/10691898.2018.1511388
ISSN: 1069-1898
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1205297
Database: ERIC
FullText Text:
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  Data: Range of Meanings: A Sequential Mixed Methods Study of How English Language Learners Encounter Assessment Items on Descriptive Statistics
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Statistics+Education%22"><i>Journal of Statistics Education</i></searchLink>. 2018 26(3):162-173.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/10691898.2018.1511388
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  Data: 1069-1898
– Name: Abstract
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  Data: 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.
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  Data: 2019
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  Data: EJ1205297
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      – Text: English
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        PageCount: 23
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    Subjects:
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      – SubjectFull: Statistics
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      – TitleFull: Range of Meanings: A Sequential Mixed Methods Study of How English Language Learners Encounter Assessment Items on Descriptive Statistics
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