Addressing Linguistic Challenges in Statistics Education: A Mixed-Method Approach

The complex and context-specific nature of statistical language presents significant challenges to students, despite the fact that mastering statistical terminology is essential for successfully navigating and applying statistical concepts. This study examines the linguistic barriers that students encounter in the field of statistics education, with a particular emphasis on the challenges they face in comprehending and utilizing statistical terminology, as well as the strategies that can be employed to address these challenges. To investigate the influence of statistical language on learning outcomes, a mixed-methods approach was implemented, which involved conducting surveys and conducting qualitative interviews with students and educators. The results indicate that the primary challenges are ambiguous terminology, the dual meanings of terms, and insufficient exposure to realworld applications. Furthermore, the investigation underscores the efficacy of explicit instruction, contextual learning, and iterative engagement with terminology in enhancing students' comprehension. These observations have the potential to improve the pedagogical practices of statistics education. Future research should conduct a more thorough examination of technological tools, such as interactive software, to resolve linguistic challenges and enhance the learning experience of students.