IASE/IAOS Satellite, 2013 Contributed paper Ocampo et al. In S. Forbes and B. Phillips (Eds.) Proceedings of the Joint IASE/IAOS Satellite Conference, Macao, China. August 2013. 1 ENTHUSING STUDENTS TOWARDS STATISTICAL LITERACY USING TRANSFORMATIVE LEARNING PARADIGM: IMPLEMENTATION AND APPRAISAL OCAMPO, Shirlee, ARCILLA, Rechel, CO, Frumencio, JUMANGIT, Ryan & DIOKNO, Felipe Mathematics Department, De La Salle University, Philippines Contact email: shirlee.ocampo@dlsu.edu.ph Abstract Innovations in statistics education continuously arise in response to fast developing technologies and changing requirements of globalizing society. Hence, there is a need to shift from traditional method of teaching statistics to new paradigms. This paper presents the improvements implemented along with its appraisal in teaching general education statistics courses using the traditional transmissive pedagogy and then shifting to transformative learning paradigm. The transmissive pedagogy involves merely lectures and paper-and-pen tests, while the transformative learning paradigm integrates computer-based instructions, Web technologies, authentic assessment, problem-based learning, collaborative inquiry, and use of real-life data. Results showed a significant improvement in understanding statistics for both learning paradigms. However, the data did not provide evidence to indicate differences in the amount of learning between the two paradigms. Classical and Bayesian factor analyses both obtained seven non- intellective factors. The two paradigms differ significantly on five factors indicating that students are enthused towards statistical literacy under the transformative learning framework. KEYWORDS: statistics education, statistical literacy, transformative learning framework, transmissive pedagogy, exploratory factor analysis; Bayesian factor analysis INTRODUCTION Statistics education is a fast evolving discipline, and many innovations in it arise in response to the fast developing technologies and changing requirements of globalizing society. Hence, there is a need to shift from traditional method of teaching statistics to new learning paradigms, like the transformative learning framework. The paper presents the innovations implemented along with its appraisal in teaching general education (GE) statistics courses using the traditional transmissive pedagogy and then shifting to transformative learning paradigm. Specifically, the paper enumerates the improvements incorporated in the course syllabus, instructions, learning processes, materials and environment. The results of the appraisal which include the comparisons of intellective factors and non-intellective factors on learning beliefs and practices under the two pedagogical frameworks are also discussed. TRANSFORMATIVE LEARNING PARADIGM Transformative learning (Mesirow, 1997; Cranton, 2002) is a process of getting beyond gaining factual knowledge alone to instead become changed by what one learns in some meaningful way. It involves the transformation of frames of reference (points of view, habits of mind) and critical reflection on how we come to know to develop independent responsible thinking for lifelong learning. With the end goal of grooming students for lifelong learning, transformative learning framework aims to expand learners’ critical and creative thinking by enabling them to generate knowledge from various sources of information, and developing their inquiry, research, synthesis and presentation skills as well as their ability to engage in meta-cognition, self-evaluation and independent learning. Unlike the transmissive pedagogy which assumes that statistics is a content area that includes concepts and procedures that should be “transmitted” from expert systems of knowledge, such as teachers and textbooks, to students, adhering mainly to lecture