Confidence and performance in quantitative literacy: A study of second-year biochemistry and molecular biology students

Abstract

Quantitative literacy (QL) is central to success in science and biomedical science degrees in higher education, yet students often report low confidence when applying quantitative skills in authentic contexts. Drawing on self‑efficacy theory, this study examined the relationship between self‑reported confidence and actual performance on a 30‑item QL assessment administered to second‑year undergraduate students (n = 137) enrolled in a laboratory-based biochemistry subject at The University of Melbourne. Each item captured student performance and a 5‑point confidence rating across eight QL domains (simple arithmetic, scientific notation, stoichiometry, unit conversion, dilutions, statistical measurements, pH, graphical interpretation). Analyses combined descriptive statistics, correlation, repeated‑measures comparisons by domain, and relationships with item difficulty. Overall, confidence and performance were moderately correlated (r = 0.49, p < 0.001). Sixteen items—concentrated in statistical measurements, pH interpretation and graphical interpretation—showed significant item‑level confidence–performance correlations (ρ up to 0.52). Notably, more difficult items were associated with stronger calibration (confidence–performance alignment), while easier items tended to elicit over-confidence. The study findings emphasise the importance of contextualised QL instruction, integrating confidence judgements as a metacognitive scaffold, and deliberately using moderately challenging tasks to develop accurate self‑assessment and applied quantitative competence.