私立大学における大学生の学習成果の規定要因 : ユニバーサル・アクセス時代における多様性と質保証の視点から

概要

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The purpose of this study was to investigate students' learning mechanisms based on learning outcomes assessmentof a Japanese private university in the era of universal access. Concretely speaking, relations among student demographics,classroom experiences and commitments to learning were revealed, and determinants of learning outcomes were exploredaccording to an assumed model which referred to Astin's IEO model. A self-report questionnaire survey was administeredto students of X private university, and 2,074 students responded (response rate, 58.6%). Covariance structure analysisshowed that classroom experiences, commitments to learning and learning outcomes differed according to studentdemographics (gender, grade, major and admission type). It suggests that universities need to consider a more appropriateeducational policy which suits each student with diverse background in the era of universal access. It was also shown thatcommitment to learning had a significant role in student learning outcomes, and classroom experiences had significanteffects on commitment to learning and learning outcomes. These results imply a possibility that universities can directlyor indirectly intervene in student learning outcomes by reconsidering current classroom settings. Based on these findings,agendas in university curriculum, class design, and student support were discussed.
2011-12-01