ArticleCBE life sciences education2017
Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Uncovering heterogeneity in South African students' mathematics competence: latent profile analysis and multinomial logistic regression.Frontiers in psychology · 2026Article
- Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses.Journal of microbiology & biology education · 2025Article
- Supplemental online resources improve data literacy education: Evidence from a social science methods course.PloS one · 2024Article
- Student responses to creative coding in biomedical science education.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2023Article
- Tricyclic Antidepressant Overdose Manikin Simulation in Student Pharmacists.The Journal of pharmacy technology : jPT : official publication of the Association of Pharmacy Technicians · 2022Article
- Why Students Struggle in Undergraduate Biology: Sources and Solutions.CBE life sciences education · 2022Article
- R Markdown as a dynamic interface for teaching: Modules from math and biology classrooms.Mathematical biosciences · 2022Article
- Undergraduate R Programming Anxiety in Ecology: Persistent Gender Gaps and Coping Strategies.CBE life sciences education · 2022Article
- Teaching Basic Calculations in an Introductory Biology Lab.Journal of microbiology & biology education · 2022Article
- Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2019Review
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Abstract
In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student's math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student's grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide "instructor actions" from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings.
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