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The Effect of Gender on Post-Examination Confidence in Chemistry Courses

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Title: The Effect of Gender on Post-Examination Confidence in Chemistry Courses
Language: English
Authors: Maria Fana Mejia, Brendan Murray, Jeffrey A. Webb, Andrew G. Karatjas
Source: Journal of College Science Teaching. 2025 54(1):42-50.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Science Instruction, Chemistry, Test Results, Gender Differences, Self Concept, Grade Prediction
Geographic Terms: Rhode Island, Connecticut
DOI: 10.1080/0047231X.2024.2398388
ISSN: 0047-231X
1943-4898
Abstract: Interest in the gender gap in the physical sciences has been ongoing for a number of years. This study aimed to explore differences in gender based on self-perception. The use of a post-examination survey was used to examine the role of gender in grade perception in chemistry courses over a several-year period. This included courses for non-science majors, health science majors, and traditional chemistry courses for science majors. Self-reported data was collected after the completion of examinations and analyzed to explore the connection between gender and the student's postdiction (a prediction after the completion of the examination) of their examination score as it related to the Kruger-Dunning effect. While male and female students followed the same general patterns, it was found that for most students, male students tended to predict higher scores than female students while seeing little difference in actual performance. The lowest performing students (those scoring less than 50% on examinations) showed little difference in the accuracy of their postdictions based on gender.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454227
Database: ERIC
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  Data: The Effect of Gender on Post-Examination Confidence in Chemistry Courses
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Interest in the gender gap in the physical sciences has been ongoing for a number of years. This study aimed to explore differences in gender based on self-perception. The use of a post-examination survey was used to examine the role of gender in grade perception in chemistry courses over a several-year period. This included courses for non-science majors, health science majors, and traditional chemistry courses for science majors. Self-reported data was collected after the completion of examinations and analyzed to explore the connection between gender and the student's postdiction (a prediction after the completion of the examination) of their examination score as it related to the Kruger-Dunning effect. While male and female students followed the same general patterns, it was found that for most students, male students tended to predict higher scores than female students while seeing little difference in actual performance. The lowest performing students (those scoring less than 50% on examinations) showed little difference in the accuracy of their postdictions based on gender.
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        Value: 10.1080/0047231X.2024.2398388
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      – Text: English
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        PageCount: 9
        StartPage: 42
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Grade Prediction
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      – SubjectFull: Rhode Island
        Type: general
      – SubjectFull: Connecticut
        Type: general
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      – TitleFull: The Effect of Gender on Post-Examination Confidence in Chemistry Courses
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