Measuring confidence levels of male and female students in open access enabling courses

The study of confidence was undertaken at the University of Newcastle with students selecting science courses at two campuses. The students were enrolled in open access programs and aimed to gain access to undergraduate studies in various disciplines at University. The 'third person effect' was used to measure the confidence levels of the students in comparison to their peers. Using this technique, the study examines the extent to which students undertaking open access programs are confident in learning. The results for male and female students were compared and contrasted. Lack of confidence in learning arises predominantly in females with little educational experience and a distant educational background. Female students were also less optimistic in predicting the performance of a third person beginning the course. This paper argues the need to build confidence in students who experience high levels of uncertainty in learning. It is thought that building confidence in students in early stages optimises their academic success. It also provides for a smooth transition into the first year of undergraduate study and thus improves academic outcomes. The issues raised are important to educational research that serves higher education preparatory and admissions programs.