まとめ
大学生の微積分の授業における学生インストラクターの評価は,最終試験の成績と相関しています. これらの評価は,個々の学生の学業成績にかかわらず,クラスの成功の重要な予測要因であり続けています.
科学分野:
- 教育心理学の教育心理学について
- 数学 教育 教育 数学 教育
- 高等教育研究 高等教育研究
背景:
- 学生の評価は,高等教育における教育の効果を評価するための一般的な指標である.
- 学生の知覚と客観的な学術成果の関係を理解することは,教育的改善に不可欠です.
研究 の 目的:
- 微積分の先生の生徒の評価と,標準化された期末試験における全クラスの成績の相関を調査する.
- 学生によって評価された教学要素が,個々の学生の学力とは無関係に授業の成績を予測するかどうかを判断する.
主な方法:
- 大学生の微積分コースのインストラクターの学生評価を集めました.
- クラスパフォーマンスを評価するために,共通の最終試験を実施しました.
- インストラクターの評価は,最終試験の得点と相関し,学生特有の学問的要因をコントロールします.
主要な成果:
- いくつかの指導的要因に対する生徒の評価と,最終試験におけるクラスの成績の間に,有意な正の相関関係が見られた.
- これらの相関は,学生の学業成績をコントロールする際にさえも持続し,教学の質の客観的な影響を示唆しています.
- 説明の明快さやエンゲージメントなどの特定の指導要素は,より高いクラスパフォーマンスと強く関連していました.
結論:
- 大学生の微積分のインストラクターに対する学生の評価は,客観的な学習成果に関連する教育の有効性の有効な指標である可能性があります.
- 学生によって認識される教育の質は,個々の学生の学習を超えて,より広範なクラスのパフォーマンスに影響を与えるようです.
- これらの発見は,教学の評価に学生のフィードバックを使用することを支持し,教員開発と数学教育におけるカリキュラム設計に影響を及ぼします.
関連する概念動画
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