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Perception of Learning Versus Performance as Outcome Measures of Educational Research
Adam M Persky1,2, Edward Lee1, Lauren S Schlesselman3,2
1University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.
American Journal of Pharmaceutical Education
|August 11, 2020
Summary
Student perceptions of learning do not accurately reflect actual knowledge gains. This study found weak correlations between perceived learning and performance, suggesting caution when using perception data as a proxy for educational outcomes.
Area of Science:
- Educational Psychology
- Metacognition
- Health Professions Education
Background:
- Assessing student learning is crucial in educational settings.
- Perception of learning is often used as a proxy for actual knowledge acquisition.
- The relationship between perceived learning and demonstrated knowledge gains requires further investigation.
Purpose of the Study:
- To investigate the correlation between students' perception of their learning and their actual knowledge gains.
- To determine if self-reported learning accurately reflects performance after an educational intervention.
- To compare metacognitive accuracy between college students and student pharmacists.
Main Methods:
- Two hundred seventy-seven college-aged students and student pharmacists were assessed before and after a reading intervention.
- Participants completed Likert-scale questionnaires to report their perception of learning.
- Correlation analysis, trend analysis, and metacognitive accuracy measures were used to assess relationships between perception and performance.
Main Results:
- A lack of correlation was observed between the perception of learning and actual knowledge gains.
- Weak correlations were found between perceived learning and post-intervention scores.
- Metacognitive accuracy was similar between college students and student pharmacists, with minimal differences post-intervention.
Conclusions:
- Perceptions of learning may not be a reliable indicator of actual knowledge acquisition.
- Caution is advised when utilizing perception data as a surrogate for measuring genuine learning outcomes.
- Educational assessment should prioritize objective measures of performance over subjective self-perceptions.
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