Analysis of Relationships among Learners' Factor, Learning Environment, and Learning Outcomes in Seminars for Third- and Fourth-year Students(<Special Issue>New Generation Learning Assessments)

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  • FUSHIKIDA Wakako
    Graduate School of Interdisciplinary Information Studies, The University of Tokyo
  • KITAMURA Satoshi
    Faculty of Communication Studies, Tokyo Keizai University
  • YAMAUCHI Yuhei
    Interfaculty Initiative in Information Studies, The University of Tokyo

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  • 学部3,4年生を対象としたゼミナールにおける学習者要因・学習環境・学習成果の関係(<特集>新時代の学習評価)
  • 学部3,4年生を対象としたゼミナールにおける学習者要因・学習環境・学習成果の関係
  • ガクブ 3,4ネンセイ オ タイショウ ト シタ ゼミナール ニ オケル ガクシュウシャ ヨウイン ・ ガクシュウ カンキョウ ・ ガクシュウ セイカ ノ カンケイ

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The purpose of this study is to investigate the concept of the learners' factor, learning environment, and learning outcomes in the third-and fourth-year students' seminar, and then consider the relationships among these concepts. In this study, we conducted a survey of 13 universities using a questionnaire form and rating scale for 387 students. Because the multilevel data collected in this study includes individual and seminar levels, we divided the 304 students' data into "Within model" and "Between model" categories and calculated the correlation coefficients. The results of the analysis indicate that the following three variables correlate positively with the sense of community, growth in the skills of problem solving and personal relationship development, and satisfaction in seminar levels: (1) students' expectations for the learning environment as the reason for attending the seminar; (2) their motivation for aspiring to learn in cooperation with others; and (3) the teacher's instructional techniques.

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