Implications of Statistical Literacy and Critical Thinking for Education and Professional Practice: The Case of Marketing Students

Authors

DOI:

https://doi.org/10.31637/epsir-2024-1056

Keywords:

statistical literacy, data literacy, data interpretation, marketing, critical thinking, statistical education, statistical competence, statistical errors

Abstract

Introduction: The increasing exposure to statistical information poses challenges for its interpretation and proper use. Assessing how Marketing students interpret and communicate data is crucial for their future professional practice. Methodology: Through two Likert scale questionnaires, this study evaluates the level of statistical literacy and critical thinking of Marketing students, in addition to their preference for collaborative work, theoretical and applied knowledge of statistics, self-perception of statistical competence, and critical ability to detect errors in analysis. Results: The results reveal that although students consider it important and claim to habitually use critical thinking, they actually exhibit a wide range of levels in its use and a limited critical statistical capacity. Despite the current relevance of data handling, their level of literacy in this field—understood as comprehension, evaluation, and analysis—remains low and needs to be strengthened in the classroom. Conclusions: The findings underscore the importance of incorporating statistical literacy into their education. It is suggested to implement additional programs and develop specific educational tools to enhance the interpretation and communication of statistical information in their future professional field.

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Author Biographies

Raquel Garrido-Abia, Rey Juan Carlos University

PhD from the URJC. Lecturer at the University. Linked to the teaching of mathematics applied to the CCSS since 1994. She teaches undergraduate and postgraduate courses at the Faculty of Economics and Business, and the Faculty of Education. She belongs to the High Performance Research Group in Communication, Media, Marketing, Representations, Audiences, Discourses and Semiotic Studies of the Universidad Rey Juan Carlos, and to the Teaching Innovation Group Creando Conexiones. Creativity, Innovation and Neurodidactics. She has 6 recognised Docentia sections. She has publications in the JCR/SJR and SPI (education). His lines of research include statistical literacy, the TPack Model, teacher training, educational innovation and educational technology.

Desiré García-Lázaro, Rey Juan Carlos University

PhD from the Universidad Rey Juan Carlos de Madrid. Associate Professor PhD. She has taught mathematics and statistics in different degrees, as well as in national and international postgraduate courses. Her main lines of research focus on Innovation and Didactics of Mathematics, teacher training, use of active methodologies with the intention of improving dropout rates, formative assessment and teaching quality. Second prize for the Best Innovative Teacher of the URJC in 2022. He belongs to the High Performance Research Group in Communication, Media, Marketing, Representations, Audiences, Discourses and Semiotic Studies of the Universidad Rey Juan Carlos, and to the Teaching Innovation Group Creando Conexiones Innovación y Neurodidáctica.

Miguel Ángel Marcos-Calvo, Rey Juan Carlos University

Degree in Economics from the UAM, PhD from the URJC and Master in Neurodidactics. Full Professor at the University. He teaches Statistics and Mathematics in the FCEE degrees of the URJC. He has been director of several master's degrees, including the Master's Degree in Advanced Teaching Skills and the University Master's Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training and Language Teaching. As a researcher, he has developed work in various areas related to cohesion indicators, lexical availability, statistical literacy and evaluation in education. He belongs to the High Performance Research Group in Communication, Media, Marketing, Representations, Audiences, Discourses and Semiotic Studies and to the Teaching Innovation Group Creando Conexiones. Creativity, Innovation and Neurodidactics, both at the URJC.

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Published

2024-12-16

How to Cite

Garrido-Abia, R., García-Lázaro, D., & Marcos-Calvo, M. Ángel. (2024). Implications of Statistical Literacy and Critical Thinking for Education and Professional Practice: The Case of Marketing Students. European Public & Social Innovation Review, 9, 1–20. https://doi.org/10.31637/epsir-2024-1056

Issue

Vol. 9 (2024)

Section

INNOVATION IN THE VIRTUALIZATION OF TRAINING PROCESSES

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Copyright (c) 2024 Raquel Garrido-Abia, Desiré García-Lázaro, Miguel Ángel Marcos-Calvo

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