Misaligned Readiness: Association Between Self-Reported Abilities and Actual English and Academic Performance Among First-Year College Students in Tanzania

Abstract

A study was conducted to examine how first-year students’ self-reported readiness in English, academic, and practical skills relates to their actual performance in a Tanzanian higher education setting. Using a quantitative approach involving 218 participants (N = 218), students’ self-ratings were compared with results from tests and practical tasks.

The findings revealed weak and uneven relationships between students’ perceptions of their abilities and their actual performance. In English, there was a small relationship between self-ratings and performance, although overall proficiency levels remained low. Practical skills demonstrated little connection between perceived competence and actual performance outcomes.

Importantly, the study found no clear difference or significant relationship between students’ perceived and actual academic performance. Although overall class averages appeared similar, individual students’ self-ratings did not consistently correspond with their actual academic results. This suggests that first-year students are not yet effective at accurately judging their own academic performance upon entry into higher education.

The study further indicates that academic self-perceptions appear relatively stable but are only weakly associated with actual performance outcomes. This suggests that such perceptions may reflect general self-confidence or subjective beliefs rather than accurate self-assessment of ability.