Proposal and Analysis of Models Measuring Educational Effects for Assurance of Education Quality and Improvement of Student Satisfaction

A turning point has been reached in the evaluation of educational quality; universities have also entered the age of "fourth-generation evaluation" or "responsive constructivist evaluation," in which students and teachers enhance their joint interpretations through lectures and enable more refined lectures. Given this background, many studies have been performed on the enhancement of student satisfaction with educational quality. On the other hand, quality assurance in university education has been researched as an important topic. Therefore, the Central Education Council, an advisory body of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has begun to consider the introduction of the concept of "graduate attributes," which refers to the "minimum ability that students should acquire upon graduation." As a result, great importance has been placed on the achievement of a balance between the "satisfaction of students" and "educational quality" in order to improve the quality of universities in a comprehensive manner. This study proposes a model measuring educational effects for assurance of education quality and improvement of student satisfaction, focusing on the concepts of both "fourth-generation evaluation" and "graduate attributes." This paper proposes the concept for the construction of the models, designs the method for data acquisition, and shows the results of actual analysis by structural equation modeling. Furthermore, for assurance of graduate attributes, students are classified on the basis of their reasons for taking the course and learning outcomes. The paper then proposes a model for improving students' learning styles and analyzes their ability on the basis of the model.