Evaluación de la Alfabetización de Datos Percibida entre Estudiantes Universitarios de Primer Año en Sudáfrica

• Autores: Moeketsi Mosia, Fadip Nannim, Felix Egara
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 15, Nº. 2 (Junio), 2025, págs. 110-130
• Idioma: español
• DOI: 10.17583/remie.16109
• Títulos paralelos:
  • Assessing Perceived Data Literacy Among First-Year University Students in South Africa
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En un mundo impulsado por los datos, la alfabetización en datos es esencial para el éxito académico y profesional. No obstante, los estudiantes que ingresan a la universidad presentan niveles inciertos en estas habilidades. Este estudio evaluó la alfabetización en datos percibida por estudiantes de primer año en universidades sudafricanas, utilizando un diseño de encuesta transversal con una muestra de 872 participantes. Se aplicó un cuestionario validado (índice de confiabilidad = 0.96) y se analizaron los datos mediante estadísticas descriptivas y Análisis de Varianza (ANOVA) con un nivel de significancia de 0.05. Los resultados revelan que los estudiantes poseen habilidades básicas en gráficos y tipos de datos, pero muestran desconocimiento en visualización de datos, comunicación de resultados, variables y observaciones. En general, su nivel de alfabetización en datos fue medio. Además, se halló que la edad y el acceso a datos influyen significativamente en las percepciones de alfabetización en datos, mientras que no hubo diferencias significativas por género. Se recomienda que las instituciones educativas implementen programas integrales de alfabetización en datos, aseguren un acceso equitativo a Internet y ofrezcan formación continua a los docentes para mejorar la preparación estudiantil en este ámbito clave.

  • English

    Data drives today's world; hence, acquiring data literacy is essential for academic and professional success. However, students entering the university possess uncertain levels of data literacy skills. Therefore, this study assesses the perceived data literacy possessed by first-year university students in South Africa. The study adopted the cross-sectional survey research design, with a sample of 872 students across South African universities. A validated questionnaire with a reliability index of 0.96 was used for data collection. Descriptive statistics were used to answer the research question, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 significance level. The results show that the students had basic data literacy skills on graphs and types of data. However, they lack familiarity with the concept of visualization, communicating findings from data analysis, the concept of variables and observations. Overall, the students had a medium level of data literacy. Age and access to data significantly influence students' data literacy ratings. However, no significant differences were found among the different sexes. It was recommended that educational institutions integrate comprehensive data literacy programs for students, ensure equitable internet access, and provide continuous professional development programs for teachers.

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