PROFILING OF EDUCATION POLICY MAKERS’ STATISTICAL LITERACY: A DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF DEMOGRAPHIC BACKGROUNDS

Abstract

In this data-driven society, the need to be statistically literate is increasing in importance as reading and comprehending statistics is integral to making informed decisions. Statistical literacy is even more important for education policy makers who are responsible for policy outcomes which greatly impacts the national education sector. This study thus aims to measure the statistical literacy of education policy makers and assess which demographic characteristics showed possibility of bias in assessing statistical literacy using the Rasch model approach. Participants self-reported their statistical literacy with 20 items tailor made to the work of education policy makers. Data were drawn from a survey elicited using a cross-sectional survey on education personnel working at different levels in Ministry of Education. The respondents consist of 328 selected personnel in a proportionate cluster random sampling. The main assumptions of the Rasch model were satisfied. Analysis showed that there are no bias items in this study, however three bias items were flagged, where one subgroup in the demographic characteristics showed better ability to answer the items compared to another. Profiling of the policy makers provided insights on area of strength and weaknesses within level of statistical literacy based on their demographic characteristics for statistical training needs and planned professional development programs, recruitment and placement for education policy makers.