A Study of the Dunning-Kruger Effect and Its Impact on Teaching and Learning of an Accredited University Curriculum

Authors

  • Trieu Khoa Nguyen Faculty of Mechanical Engineering, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam
  • Bach Phương Ho Thi Faculty of Mechanical Engineering, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam
  • Van-Chinh Truong Faculty of Mechanical Engineering, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam

DOI:

https://doi.org/10.16920/jeet/2026/v39i4/26113

Keywords:

Dunning-Kruger effect (DKE), engineering education, accredited curriculum, ABET, AUN-QA, lifelong learning

Abstract

This work investigates the Dunning-Kruger effect (DKE) in engineering students in an internationally accredited undergraduate program, including the Accreditation Board for Engineering and Technology (ABET) and the ASEAN University Network - Quality Assurance (AUN-QA). The study aims to explain why students score low on final exams despite high regular and/or midterm scores, even when the nature of the exam questions is consistent. Data analysis and survey results confirmed the observations of experienced faculty members that teaching an accredited program, compared to a traditional program, can lead to complacency in students when they are provided with too many learning resources, potentially causing negative impacts. Although only 36.96% of students were disappointed or very disappointed with their final exam results, indicating a small but significant Dunning-Kruger effect, this is a noteworthy finding. This suggests that even a prestigious, internationally recognized training program can have unintended side effects when implemented in a developing country, which warrants further research. This study aims to highlight these side effects to promote genuine lifelong learning, one of the primary goals of education.

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Published

2026-04-30

How to Cite

Nguyen, T. K., Ho Thi, B. P., & Truong, V.-C. (2026). A Study of the Dunning-Kruger Effect and Its Impact on Teaching and Learning of an Accredited University Curriculum. Journal of Engineering Education Transformations, 39(4), 133–140. https://doi.org/10.16920/jeet/2026/v39i4/26113

Issue

Volume 39, Issue 4, April 2026

Section

Articles
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Europe PMC

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