The Accuracy of Instructor Perceptions of Student Interest and Learning: An Exploratory Study

Abstract

Instructors adjust pace, methods, and other aspects of instruction based on their perceptions of student interest and learning. The current study is an exploratory investigation of the congruence between faculty and student perceptions within a single class session. The study examined the degree to which faculty could predict each student's self-reported interest, perceived learning and actual learning. Overall, instructors are more accurate in reading their students' level of interest than their perceived or actual learning. There is, however, great inconsistency between faculty in their ability to accurately predict interest and learning. Personal characteristics of the instructor may significantly impact predictive accuracy. Results suggest that faculty should assess the accuracy of their own student perceptions in the classroom.