Investigating Quantitative Skill Preparedness when Transitioning from Stage 6 Science to Tertiary Science Studies

Abstract

Quantitative skills (QS) are considered a key 21^st century skill that drives developments in an increasingly digital and data-saturated world (Tout, 2020). Although there is an increased demand for QS competency in science graduates, mathematical ambivalence and avoidance of higher levels of mathematics during the Higher School Certificate (HSC) result in mathematical knowledge discrepancies when studying science-based degrees at university (Belward, 2011; Oo, 2017). Further, the removal of higher-level mathematics pre-requisites for science-based degrees at the University of Sydney prompts questions on how QS should be taught to students at a tertiary level (The University of Sydney, 2024).

The aim of this study was to examine how Stage 6 science subjects in New South Wales (NSW) contribute to preparedness of QS when transitioning into tertiary science studies, with preparedness referring to level of readiness as defined by competence and confidence. To examine preparedness of QS from a confidence perspective, an online questionnaire was conducted involving first-year science students at the University of Sydney. Semi-structured interviews, conducted as a follow-up to the questionnaire, aimed to assess QS competency and engage in deeper conversations on student confidence in QS. This presentation will present these findings and discuss how Stage 6 science have prepared students for tertiary science by exploring the different QS that students feel confident and/or competent in.