大学生の学修成果に関する研究の展開 : 入試形態および入学時の能力との関係に着目して
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The Progress of Research on Undergraduate Student Learning Outcomes in Japan: Focusing on the Relationship with Input Information at the Time of Admission
The purpose of this paper is to review research between 2000-2016 on Japanese undergraduate student’s learning outcomes between 2000 and 2016.
Chosen for study is the“ relationship of I-O” in I-E-O Astin’s model. Specifically, "I" of the I-E-O model is divided into entrance examination types and abilities at the freshman year in cognitive and affective in "O" of the I-E-O model; each relationship is then studied.
The study is arranged for four classifications that have been studied: (1) the relationship with entrance examination types and learning outcomes (cognitive); (2) the relationship with entrance examination types and learning outcomes (affective). (3) the relationship with abilities at freshman year (cognitive) and learning outcomes; and (4) the relationship with abilities at freshman year (affective) and Learning Outcomes. And I compared the number of studies with the findings.
Findings of the study are: (1) given the importance of objectivity; objectivity of the assessment must be secured more; (2) measurement method on affective ability has not been established; and (3) abilities at the freshman year (cognitive) demonstrated an effect on learning outcomes.
Further examination on the basis of these findings is necessary which deals with a characteristic and department of the University the study which has been shown unitarily in this paper.
Daigaku ronshu: Research in higher education
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Research Institute for Higher Education
Graduate School of Education