Session Information
Contribution
Description: Recently, students' declining academic outcomes have becom a serious problem. Tsubaki, Komiyama and Kakuta(2005) extended a Tai model (Tai(2003)) in quality function deployment into quality improvement of lesson from teachers' perspectives and from students' needs and the needs for subject (mathematics by way of example), and it deployed a matrix of students' behaviors and a quality characteristics deployment table showing how students improve their performance when teachers actually implement important quality characteristics as good transforming knowledges. This paper conducts questionnaire survey on changes of students' behaviors after improvement of lesson as to the important quality characteristics (e.g. "we make sure that students study outside lessons", "we give short tests", "we show meaning of learning, what they can do by using its knowledge", etc.), and shows the results of our resurch into how quality characteristics effect students' test scores, and classification of learning styles of students.
Methodology: This paper uses Structural Equation Modeling on analyzing the relationship between students' scores of the final examination and short tests and the changes of students' behaviors after improvement of lesson (Basic System Mathematics A) as to the important quality characteristics. This paper conducts questionnaire survey on the same day of the final examination to know the changes of students' behaviors (e.g. "understand hints of solving problems that it is hard for students to find for themselves", "find their own week points that students have not recognized", "come to paper that students have not engaged","cease to give up making efforts to understand contents of lessons in the middle", and "face problems that students have had few opportunities of solving before").
Furthermore, this paper uses latent class of Structural Equation Modeling on classifying learning styles of university students.
Conclusions: It is understood that the students who have the high motivation to the subject feel that it acquires a new study attitude according to the amelioration of the lesson and they came to be able to understand difficult parts of the subject. And, as a result, many students came to study it by themselves than before. Then, it has a positive influence also on the scores of short tests and the final examination. Furthermore, we knew there are some typical student groups by classification using latent class. The first student group improved the quality of review and came to get higher scores of short test and the final examination. The second student group came to be able to understand short tests, but not even a more difficult final examination. The third student group could understand contents by change in lesson attitude more than review. The forth student group could not understand contents and not get high scores of tests if they came to study it by themselves.
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