授業への真剣さに着目した工学基礎物理の授業評価の分析

概要

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How student evaluations of the teaching of fundamental physics for engineering relate to teaching strategy from academic 2004 to 2006 has been studied, focusing on students′ earnestness to learn. The teaching emphasized instructing theoretical concepts for 2004 and solving problems for 2005. The instruction during 2006 offered a good balance between the strategy for 2004 and that for 2005. The first and second components produced by principal-component analysis of the evaluation data have indicated the quality of instruction and the scholastic ability of students, respectively, independent of the teaching strategy. While correlation between the second component and the degree of earnestness was positive for 2004 and negative for 2005, the correlation for 2006 has been negligible, as expected. Multiple-regression analysis between the evaluation data and students′ exam scores has shown little correlation for 2006, in contrast to that for 2004, but similar to that for 2005. Finally, we can say that the teaching strategy for 2006 would lead to educational effects similar to those in 2005 when the exam scores were notably improved.
公益社団法人日本工学教育協会の論文
2008-07-20