Data Literacy Status of Social Studies Teachers: A Mixed-Methods Study
DOI:
https://doi.org/10.61326/bes.v5i1.499Keywords:
21st Century teacher competencies, Data, Data literacy, Mixed method, Social studies teachersAbstract
The ability to generate unlimited quantities of data and store it at low cost has made data literacy one of today’s most important skills. Given its interdisciplinary nature and data-driven content, the social studies curriculum plays a leading role in fostering this skill; therefore, it is crucial for social studies teachers to be data literate to ensure the competence of future generations in this area. Accordingly, the aim of this study is to assess the data literacy status of social studies teachers. A sequential explanatory design within a mixed-methods approach was employed. A survey method was used for the quantitative dimension, while the phenomenological method was employed for the qualitative dimension. The quantitative phase was conducted with social studies teachers (n = 206/N = 343) working at middle schools affiliated with the Trabzon Provincial Directorate of National Education. These teachers were selected using a stratified random sampling technique. In the qualitative section, after the quantitative data were analysed, 12 teachers were selected using a convenience sampling technique, and semi-structured interviews were conducted with them. The “Data Literacy Scale” was used as a quantitative data collection tool. The scale comprises 14 items and employs a 4-point Likert scale. The Cronbach’s alpha reliability coefficient for the scale was calculated as 0.92. In the qualitative dimension of the study, a semi-structured interview form consisting of six questions (four of which were open-ended) was used. The data obtained were analysed using techniques appropriate for quantitative and qualitative data types. The results of the study indicate that social studies teachers generally have a good level of data literacy. However, they tend to use data primarily in the student assessment process and often confuse the concept of data literacy with other types of literacy. Additionally, while gender and professional seniority had no effect on data literacy levels, it was concluded that holding a graduate degree and having specialised training in data usage had a positive impact.
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