National Science Foundation Award 1908378 (Data)
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The data stored here was collected as part of NSF grant #1908378, “Promoting graphical literacy skills at 2- and 4-year colleges through virtual tutoring.” Participants from a 4- and 2-year college were randomly assigned to one of four training conditions, varying according to scaffolding (whether or not questions and graphs increased in difficulty across the training) and context (whether or not additional textual information was included about the study and variables). A final group of participants was assigned to a control condition in which questions were answered about textual passages rather than graphs. Assessment data, included here, was collected both immediately following the training and approximately two-weeks later. Order of the two assessments was counter-balanced between participants. The five questions from each assessment based on the most complex graphs and question types were used for analyses. Additional self-reported demographic and background information (e.g., age, gender, race/ethnicity, high school and college math coursework) is included as well. More information is available here: Witkow, M. R., Spiekerman, A., Ford-Roshon, C., Hershman, T., & Stevens, C. (2022). An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students. Scholarship of Teaching and Learning in Psychology, Advance online publication. https://doi.org/10.1037/stl0000344