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Students' interpretation of statistical graphs
Author
Bay, Wee Fon
Supervisor
Pereira-Mendoza, Lionel
Abstract
In this study, twenty Primary 3 students of high, medium and low ability from an all-girl aided school were interviewed individually to determine their ability to analyse and go beyond mere computation of data in graphical displays. A pictograph and a bar graph with table were taken from The Straits Times. The interviews were conducted on the school premises and each interview lasted ten to fifteen minutes. The interviews were tape-recorded and transcribed. The students were told the purpose of the interview and they were first given about five minutes to peruse the graph. Ten students were asked to talk about the pictograph and the other ten students talked about the bar graph with table. The students were free to talk on any aspects of the data. Follow-up questioning was asked when they did not know what information they needed to observe in the graphical display or when they drew the wrong conclusions from what they saw. This helped to cue attention to relevant details and encourage students to interact with the display. Data from the interviews are used to illustrate the difficulties that students experienced in attempting to understand the graphical representations. Both groups were asked the same question, "Tell me what the picture graph/bar graph and table is about". The results suggest that the majority of the students were able to "lift" numbers from the specific cells in the table and graphs. In other words, they were able to literally read the data off the graphs and table. In terms of comprehending the data in the graphical displays, students in the high ability groups were able to interpret the data in a more comprehensive way than the other two groups. Students in the low ability group needed more prompting and explanation on what the graphical representations are about. Generally, all the students had difficulty in reading beyond the data which requires them to predict or provide a rationale for the data. Comparatively, the students were able to talk more about the SARS situation in the pictograph than the unemployment situation in the bar graph with table. This could be due to the fact that pictographs are easier for children to understand because the particular item represented a one-to-one correspondence and the students had learnt pictographs in Primary One and Two. Also, they were more familiar with the SARS situation than the unemployment situation in Singapore or a combination of these. During the outbreak of SARS in Singapore in 2003, all primary, secondary schools and junior colleges were closed for about three weeks. Schools also discussed and took precautionary measures to prevent the spread of SARS. On the other hand, the subject of unemployment might not be within the experience of the students.
Although this study involved only a small group of Primary 3 students, the results revealed that students could interpret graphs but had difficulty going beyond the basic computation of data on graphical displays. This study supports the findings uncovered by other studies on older students. Based on the results of this study, implications for the classroom teaching suggestions for further research were discussed.
Although this study involved only a small group of Primary 3 students, the results revealed that students could interpret graphs but had difficulty going beyond the basic computation of data on graphical displays. This study supports the findings uncovered by other studies on older students. Based on the results of this study, implications for the classroom teaching suggestions for further research were discussed.
Date Issued
2004
Call Number
QA90 Bay
Date Submitted
2004