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 |
| 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. |
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| ISSN: | 0047-231X 1943-4898 |
| DOI: | 10.1080/0047231X.2024.2398388 |
