Associating student learning and metacognition with performance in a first-year calculations course

Background: To assess the nature and strength of associations between learning activities that enhance metacognition and performance in a calculations course. Methods: All eighty-six first-year students enrolled in a Pharmaceutical Calculations course were invited to participate in the cross-sectional study. The learning management system (LMS), ExamSoft® testing software, and survey collection platform Qualtrics™ were used to build learning resources, formative assessments, and exam wrappers. Students were given chances to adjust their learning habits. In the following semester, they completed a calculations practicum that compared their perceived performance to their actual performance. Results: A positive correlation that is statistically significant was observed between summative quiz scores and the final examination score, with average quiz and final exam scores of 87 and 89 points out of 100, respectively. Early weekly formative quizzes showed positive correlations with summative quiz scores, especially at moderate to strong levels. Both types of quizzes were strong predictors of final exam performance. Students' perceptions of their understanding of Milliequivalence and the Henderson-Hasselbalch equation aligned with their actual performance, revealing a significant difference between perceived and actual scores. Conclusion: Formative resources utilised by students correlated with improved summative assessment scores, emphasising the importance of evidence-based strategies to improve learning pharmacy calculations. Integrating resources with assessments enhanced student awareness, retention, and academic performance.