Exploratory Analysis on Adaptive Reasoning of Undergraduate Student in Statistical Inference

Abstract

In statistical inference, adaptive reasoning is defined as logical thinking to determine what can be inferred from data or statistical results and whether the justifications led to valid conclusions. Accordingly, adaptive reasoning is a mathematical proficiency required in statistical inference. This study aims to discover the association between adaptive reasoning and the initial statistical competence of undergraduate students. For this purpose, we performed mixedmethods research conducted by sequential exploratory analysis. This study involved 66 participants selected from undergraduate students in the Statistical Inference course offered by the mathematics education department at one university in Indonesia. The qualitative result describes the characteristics of students' adaptive reasoning proficiency at each grade. The proportion of students from grade 1 to grade 4 is 4.55%, 21.21%, 48.48%, and 25.76%, respectively. The quantitative result based on the chi-squared statistics test shows a significant association between adaptive reasoning proficiency and initial statistical competence. The correspondence analysis solution depicts that a high level of statistical competence is strongly associated with a high grade of adaptive reasoning proficiency, and conversely. Generally, the results provide evidence that the mastery of initial statistical competence is an important aspect in developing students' adaptive reasoning proficiency. The study provides some recommendations that will benefit the lecturer to develop adaptive reasoning proficiency in the Statistical Inference courses.

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