Perceptions of performance: do learners understand as well as they think

Abstract

Purpose

Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention style training/instruction.

Design/methodology/approach

Two studies conducted using university students in problem solving exercises compared the performance of the students to their actual performance on the designated problems. Following the instructional intervention, the participants were asked to use a presented strategy in solving a target solution problem. Participants were then asked a short series of post‐study questions related to their perception of the learning outcomes. Perception accuracy was measured through analysis of scoring on the target solution problem and the corresponding answers to the post‐study questionnaire.

Findings

In both studies, there was a positive relationship between the score on the target solution problem and the responses to the post‐study questionnaire.

Research limitations/implications

The results of this study are limited to university students in a mid‐sized Southeastern US institution. The results suggest that further study with other subject populations may support these findings.

Practical implications

Findings suggest that students have an accurate awareness of their understanding following an instructional intervention. Educators and trainers can use this accuracy in perception to measure the level of learning following lectures or other learning or training activities. This can provide useful information following classroom lectures, reading assignments, and testing to get a measure of learning, and can also be used following training activities as a measure of transfer of training.

Originality/value

The paper compares students' accuracy of perception to actual performance, and finds that students have an accurate awareness of their understanding following an instructional intervention. This can be of practical benefit to educators and trainers.

Citation

Chow, A.F., Finney, T.G. and Woodford, K.C. (2012), "Perceptions of performance: do learners understand as well as they think", European Journal of Training and Development, Vol. 36 No. 5, pp. 544-561. https://doi.org/10.1108/03090591211232093