Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. Issue 11 (23rd July 2016)

• Record Type: Journal Article
• Authors: Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn
• Is Part Of: International journal of science education. Volume 38:Issue 11(2016)
• Page Start: 1785
• Page End: 1799
• Publication Date: 2016-07-23
• Subjects: Quantitative skills -- student performance -- bioscience education -- higher education -- mathematics in science; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2016.1215568
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned–enacted–experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.