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ID 36519
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別タイトル
Cross-Sectional and Time Series Analyses of Lecture Evaluations by Students : A Case Study of a First-Year Teaching Science in Elementary Schools <Article>
著者
川越 明日香
NDC
教育
抄録(英)
As we approach “universal” access to higher education, the declining academic preparation of entering students has become a greater concern. And that has occurred just as globalization is demanding ever higher development of human resource required in the international society. Universities are adopting multiple approaches in educational content to address these demands including the visualization of academic achievement, the shift to strict assessment of grades, and the improvement of teaching methods. The practices of lecture evaluations by students, as the focal issue in this paper, is considered one of these approaches.  

Currently, lecture evaluations by students have been instituted at almost all Japanese universities. However, collected evaluation results have not been effectively used for improving lectures. The aim of this paper is to examine factors that impact the degree of student satisfaction by using three types of lecture evaluations - prior evaluation, evaluation at each lecture, overall evaluation for the same lecture classes which had been held between 2006 to 2011. As a consequence, the effectiveness of lecture evaluations by students at each lectures is clarified.  

First, formative evaluation is effective. That results show that lecture evaluations each class is more effective than prior evaluation in enhancing the degree of lecture satisfaction.  

Second, lecture evaluation performed each class is viewed as burdensome. In the case of utilizing the evaluation information obtained for a limited number of lectures, it is realistic to conduct overall and prior evaluation or interim evaluation once as formative evaluation.  

Even so, recognition of lecture evaluations is important for improving lectures. The results of cross-sectional analysis demonstrate that the degree of lecture satisfaction is related to teacher’s attitude to ward student involvement in lectures. Students tend to prefer participatory to conventional style of lectures. Teacher need to make an effort to improve teaching skills and create opportunities to build them.  

What is important is to establish the support systems within a campus to share with teachers the objective evidence which can lead to the improvement of their lectures.
掲載誌名
大学論集
44号
開始ページ
211
終了ページ
226
出版年月日
2013-03
出版者
広島大学高等教育研究開発センター
ISSN
0302-0142
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2013 Author
部局名
高等教育研究開発センター
教育学研究科
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