Analysis of items and tasks in educational literature on applied statistics for psy-chologists based on the competency-based approach
DOI:
https://doi.org/10.54359/7r4a6541Keywords:
statistics, applied statistics, competency-based approach, statistical literacy, analysis of tasksAbstract
This study examines the characteristics of instructional tasks and problems in applied statistics for psychology students through the lens of a competency-based approach. To achieve the research objective, a methodological framework was developed comprising four key components: content domain, types of cognitive actions, forms of data representation, and instrumental tools. The sample consisted of statistical textbooks used in psychology education, from which 790 tasks and problems were analyzed. The results show that most tasks focus on inferential statistics and probability, while only about one-fifth address descriptive statistics. The analysis of the cognitive processes required for task completion revealed a predominance of actions related to the application of statistical procedures, whereas tasks involving data interpretation and reasoning were less common, and those aimed at formulating problems in statistical terms were almost entirely absent. Most tasks present data in textual form, with combined formats (e.g., text plus diagram) used only rarely. Computation was found to be the primary means of task completion. These findings point to the need for a revision of instructional content to support a more balanced development of statistical literacy among psychology students.
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