この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/29460
学校教育実践学研究 Volume 16
published_at 2010-03-20
にこにこルームの学習支援が学生・小学生に及ぼす効果 : 平成20年度前期のデータの再分析
Effects of Niko Niko Room's educational support on university students and school children : Re-analysis of survey data from the first semester of 2008
Abstract
In this study, the effects of Niko Niko Room's educational support of the first semester of 2008 were re-analyzed, using the results of factor analysis reported by Kojima et al.(in press).
Data of 23 university students, 13 school children, and 13 guardians were used for the analysis. The results showed the following.
1) Effects on university students: University students tended to think that the factors of "assessment" and "relationship between children and students" of students' ability were formed from participating in the program. Students who gave educational support to the children tended to form these factors of students' ability more than those who did not. The factors of "assessment" and "relationship between children and students" of students' ability were positively related to the factors of "positive attitude toward education" and "satisfaction with this program". The guardians' evaluations of students' ability and attitude were high.
2) Effects on children: Educational support tended to have a positive effect on children's "self-efficacy regarding arithmetic". Children's estimations of students' ability were positively related to their "interests in arithmetic" and their "satisfaction with this program". Educational support was thought to have a positive effect on children's interests in arithmetic by guardians.
Data of 23 university students, 13 school children, and 13 guardians were used for the analysis. The results showed the following.
1) Effects on university students: University students tended to think that the factors of "assessment" and "relationship between children and students" of students' ability were formed from participating in the program. Students who gave educational support to the children tended to form these factors of students' ability more than those who did not. The factors of "assessment" and "relationship between children and students" of students' ability were positively related to the factors of "positive attitude toward education" and "satisfaction with this program". The guardians' evaluations of students' ability and attitude were high.
2) Effects on children: Educational support tended to have a positive effect on children's "self-efficacy regarding arithmetic". Children's estimations of students' ability were positively related to their "interests in arithmetic" and their "satisfaction with this program". Educational support was thought to have a positive effect on children's interests in arithmetic by guardians.
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