This is a rather interesting research on an effect that I was never aware of till now - the Dunning-Kruger effect. This is the effect where "... low-performing students tend to overestimate their abilities, while high-performing students estimate their abilities more accurately... "
The authors in this study compared their results from a physics course and a chemistry course, and came up with roughly the same effect.
Abstract: We have conducted an investigation into how well students in
introductory science classes (both physics and chemistry) are able to
predict which questions they will or will not be able to answer
correctly on an upcoming assessment. An examination of the data at the
level of students’ overall scores reveals results consistent with the
Dunning-Kruger effect, in which low-performing students tend to
overestimate their abilities, while high-performing students estimate
their abilities more accurately. Similar results have been widely
reported in the science education literature. Breaking results out by
students’ responses to individual questions, however, reveals that
students of all ability levels have difficulty distinguishing questions
which they are able to answer correctly from those that they are not
able to answer correctly. These results have implications for the future
study and reporting of students’ metacognitive abilities.
(You should be able to get the paper for free)