An Investigation of Students' Quantitative Literacy in Online Astronomy Courses: Does Intelligent Tutoring Bridge the Gap?

Quantitative literacy (QL), the ability to understand and accurately use numbers for problem-solving, is an important skill across many areas of undergraduate study. In particular, prior research shows it has a strong, positive correlation with a student’s success in science courses. As such, the relationship between students’ incoming QL and course performance was examined in the context of online, general education astronomy science courses. One of the courses in this study was outfitted with intelligent tutoring, a tool that provides students in the online environment with immediate, specific feedback as they answer questions and complete course material, which may allow students with varying degrees of QL to benefit more from the course. Students' QL levels were measured pre- and post-completion of this course, in addition to a second online astronomy course with adaptive feedback limited to a select few lessons, to better assess the effects of this technology on both QL and course performance. No significant change in students’ QL levels pre- to post-course was found, consistent across courses with and without intelligent tutoring. Linear multiple regression indicated, however, that a student’s incoming level of QL was the most statistically significant predictor of course performance, specifically final grades, across both course types (with and without imbedded intelligent tutoring). This study motivates future discussion around the purpose of introductory astronomy courses more broadly, and what degree of emphasis should be placed on enhancing students’ QL skillset.