| Project/Area Number |
16330168
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Sociology of education
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| Research Institution | Doshisha University |
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Principal Investigator |
YAMADA Reiko Doshisha University, Faculty of Social Studies, Prof., 社会学部, 教授 (90288986)
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| Co-Investigator(Kenkyū-buntansha) |
AIHARA Soichiro Osaka Kunei Woman's College, Dept.of Primary Education, Assistant Professor, 児童教育学科, 助教授 (30212351)
MIZOGAMI Shinichi Kyoto University, Higher Education Research Center, Assistant Professor, 高等教育研究開発推進センター, 助教授 (00283656)
OKI Kiyotake Waseda University, Faculty of Literature, Assistant Professor, 文学部, 助教授 (70267433)
MORI Rie National Institute of Academic Degrees and University Evaluation, Assistant Professor, 助教授 (00271578)
SUGITANI Yumiko Aoyama Gakuin University, Faculty of Literature, Lecturer, 文学部, 専任講師 (70308154)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥13,600,000 (Direct Cost: ¥13,600,000)
Fiscal Year 2006: ¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥4,100,000 (Direct Cost: ¥4,100,000)
Fiscal Year 2004: ¥5,800,000 (Direct Cost: ¥5,800,000)
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| Keywords | affective assessment / outcome assessment / College Student Survey / I-E-O model / learning outcome / Japanese College Student Survey |
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| Research Abstract |
Yamada and her research fellows have been developing a student survey emphasizing the development model of affective, behavioral and engagement aspects of students since 2003. In 2004, with approval of HERI, we developed Japanese version of college student survey and conducted the pilot survey for 1329 students of 14 colleges and universities. Now, we would like to show parts of the results of this survey.
Characteristics of colleges and universities were so diversified, from highly selective research universities to less selective universities. Based on the degree of students' satisfaction, we categorized students into four types, (1)very positive, (2) relatively positive, (3)relatively negative and (4)negative students. A certain portion of negative students can be observed in any type of colleges and universities. Regarding college engagement in learning, there was a big gap between positive (including very positive and positive) students and negative (including relatively negative a
… More
nd negative) students.
Then, let me show the results of cognitive learning outcome. We made 17 questions asking how you have improved your knowledge and skills since your first year of college. After factor loading, we obtained four factors such as (1) classic type of liberal arts knowledge, (2) new type of liberal arts knowledge, (3) new practical knowledge and skills, (4) intercultural/multicultural literacy. We made comparison between institutions and types of student. The results can be summarized as follows. Students in highly selective colleges did not necessarily acquire classic type of liberal arts and new type of liberal arts knowledge. Students in middle size colleges and universities obtained more knowledge in these two types of liberal arts. Regarding intercultural/multicultural literacy, students in private universities obtained most. Upper division students tended to obtain more classic type of liberal arts and new type of liberal arts knowledge and new practical knowledge and skills than lower division students. It can be said that there is a certain impact in college environment. In terms of types of student, positive students obtain more in every factor than negative students do. Thus, college impact tends to effect on more positive students than negative students in Japanese colleges and universities based on our 2004 JCSS survey. This year, in order to heighten the reliability and variability between institutions, we plan to practice more closely examined JSSS for larger samples of institutions after controlling types of institutions. Less
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