Obstacles to effective data-based interventions: a systematic review of teachers’ data literacy.

Abstract

Numerous studies have explored the implementation of data-based classroom interventions, yielding varied outcomes. While a significant body of literature highlights the positive impacts of data use and data literacy in educational settings, it is essential to examine the obstacles that impede the effectiveness of such interventions. Therefore, the objective of this systematic review is to elucidate the obstacles encountered by teachers in the process of effective data use. 15 obstacles were derived from the systematic review of ten articles that focused on data literacy, data-based interventions and data-driven decision making in education. These obstacles encompass a wide range of challenges including deficit thinking, reliance on intuition and personal judgements, dependence on a single data source, and operating within high pressure data use environment. Understanding these obstacles holds paramount importance for informing the development of professional development initiatives, educational policies and targeted programs aimed at enhancing data use and promoting data literacy.