学生による授業評価の方法論的考察 : 東海学園大学人文学部における2002年度秋学期の結果から

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This study analysed students' evaluation of each class at Tokai-Gakuen University, focusing on the Faculty of Humanities. The result shows the following points. 1. Although there were a considerable number of unfilled items in the evaluation sheets, the validity of the result as a whole did not seem to be affected. 2. Evaluation of students' understanding and acquisition of the content of the course was lower than for students in the other two faculties of the university. 3. Punctuality and specification of aim for seminar classes were highly rated. However, recommendation to other students, teaching technique in skill-training classes, teaching following the course syllabus, consideration for student's understanding, general understandability, enhancement of learning motivation, appropriateness of teaching materials and specification of important points for seminar classes were not as high. 4. Students may have rated seminar courses higher because they felt they could be easily identified and their evaluation of them may not be as strict as for other courses. 5. Negative and significant correlations between the numbers of answer sheets and the various rating variables showed that a large class size generally decreases its evaluation. 6. Two factors, "understandability" and "well-managed class", were abstracted by the factor analysis of nine rated items. 7. It is predictable from these analyses that the general satisfaction of the students will increase and the students will recommend a course to other students if understandability of class work increases. 8. The reduction or revision of question items, simplification of answer style, and standardization of instructions are suggested.
東海学園大学の論文
2004-03-31

学生による授業評価の方法論的考察 : 東海学園大学人文学部における2002年度秋学期の結果から

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