Analyzing Student Questionnaires for the Early Discovery and Implementation of Learning Outcomes

Abstract

In addition to grades, Japanese universities use student surveys to evaluate student learning and educational outcomes. These surveys are not only conducted immediately after class, but also some time after class. If students do not remember what they have learned, the class cannot be said to have resulted in high learning outcomes. This study defines highly rated classes as those in which students remember what they have learned even afterseveral years have passed, in other words, classes with high learning outcomes. By clarifying the characteristics of such classes, the aim was to indicate directions for improving classes. This study utilizes three questionnaires for students, asking for their evaluation immediately after the class, after a period of approximately three to six months, and a few years later, at the time of graduation. It was found that classes that left a lasting impression in questionnaires administered after several months were more likely to remain in students’ long-term memory. This indicates that it is possible to identify the elements and directions contributing to class improvement at an early stage. If these results are used effectively, efforts to improve classes that were not highly rated can be actioned in a few months and may be implemented in the following year.