- Volume 13 Issue 5
Questionnaire Surveys on Teaching Skills and the Degree in Which Students Understand the Uppermost Points of Importance in Their Classes
- Koike, Katsuaki (Department of Civil and Environmental Engineering, Kumamoto University) ;
- Mori, Kazuya (Department of Mechanical System Engineering, Kumamoto University) ;
- Yamao, Toshitaka (Department of Civil and Environmental Engineering, Kumamoto University) ;
- Fujimi, Toshio (Department of Civil and Environmental Engineering, Kumamoto University) ;
- Kim, Yun-Hae (Korea Maritime University)
- Received : 2009.12.04
- Accepted : 2010.11.05
- Published : 2010.11.30
As an activity of one working group for the Good Practice program at Kumamoto University, we proposed a questionnaire survey on the degree in which students understand the uppermost points of importance in their classes in addition to the usual type of class questionnaire. Each class lists three uppermost points of importance which are essential for understanding the class content. The degree of understanding is classified into four levels: full, most, insufficient, and not at all understandings. Through the analysis of questionnaire replies, the degree of understanding for bachelor students in the Department of Engineering was discovered to be meaningfully affected by the degree of difficulty, the effectiveness of audiovisual aids, self-study time, and class attendance.
- Kakimoto, R., Koike, K., Sakimoto, T., Yamao, T. & Mizokami, S. (2004) Inspection of learning quality and quantity by credit rightness indexes. Journal of Japanese Society for Engineering Education, 52(5): 22-27 (in Japanese with English abs.).
- Yamao, T., Kakimoto, R., Koike, K., Kawahara, 2. A. & Shiotsuki, T. (2007) Development of the educational quality at Kumamoto University based on the engineering education of high-grade degree: Organized educational quality by the positive feedback system. Proceeding of JSEE 55th Annual Conference: 774-775 (in Japanese).
- Wooldridge, J. M. (2002) Econometric Analysis of Cross Section and Panel Data. The MIT Press: 55-58.