Self-reflection on Exam Performance: Does Performance Improve?

Abstract

The responsibility of student learning has historically fallen on the shoulders of educational institutions and faculty. The role of teachers is to provide students with the knowledge needed to attain academic success. While the definition of academic success varies, teachers are ultimately responsible for student outcomes. Research on learning styles and factors which influence learning have shown that students’ own behaviors and motivation play just as much a role, perhaps even more, in achieving academic success. The social cognitive theory of human functioning is the basis of most research for promoting student success. A self-evaluation tool, completed by students in a physical therapist assistant program following examinations, was used to identify reasons why questions were answered incorrectly on examinations. The results of the self-evaluation tool were analyzed to determine if self-reflection improved overall performance on future examinations. This project presents an overview of the social cognitive theory of human functioning and its role in promoting academic success.