文章基本信息

标题：クラスサイズ及び達成目標の提示と達成状況のフィードバックの頻度による2年間にわたる学力の変化の違い
本地全文：下载
作者：山森光陽 ; 徳岡大 ; 萩原康仁等
期刊名称：教育心理学研究
印刷版ISSN：0021-5015
电子版ISSN：2186-3075
出版年度：2021
卷号：69
期号：3
页码：297-316
DOI：10.5926/jjep.69.297
语种：Japanese
出版社：The Japanese Association of Educational Psychology
摘要：クラスサイズ及び目標の提示と達成状況のフィードバックの頻度による，小学校第4, 5学年の2年間にわたる社会科の学力の変化の違いを検討した。第4, 5, 6学年開始前後の標準学力検査の結果を児童個別に結合したパネルデータに，第4, 5学年時のクラスサイズ，目標の提示と達成状況のフィードバックの頻度を連結したパネルデータのうち，第4, 5学年間で学年学級数の変動が起こらなかった50校，1,672名の児童を分析対象とした。第4学年，第5学年の各1年間，第4, 5学年の2年間の，過去と後続の学力の違いに対するクラスサイズ，目標の提示と達成状況のフィードバックの頻度，及びこれらの交互作用の影響を，児童，クラス，学校の3レベルを仮定したマルチレベルモデルによる分析を行った。その結果，第4, 5学年の2年間で見ると，在籍したクラスのサイズが小さく，かつ目標の提示と達成状況のフィードバックの頻度が高い学級担任による指導を受け続けた場合，過去の学力が相対的に低い児童については，これ以外の場合の児童と比べて後続の学力が高いことが示唆された。.
其他摘要：The present study analyzed elementary school students' achievement trajectories in social studies between the fourth and fifth grades as a function of class size and teachers' presentation of achievement goals and feedback about the attainment of learning goals. The data included the scores on standardized achievement tests that were administered around the beginning of the fourth, fifth, and sixth grades to 1,672 students from 50 schools whose class size remained constant in the fourth and fifth grades, forming panel data that also included data on class size and teachers' presentation of achievement goals and feedback about the attainment of learning goals. Multilevel analysis with a model postulating 3 levels (pupils, classes, and schools) was performed to ascertain effects of class size, frequency of teachers' provision of learning goals and feedback about the attainment of learning goals, and the interaction of these measures on students' achievement scores in, separately, the fourth and fifth grades, and in the two-year period from the fourth through fifth grades, in relation to the students' prior achievement level. The results indicated that when students who scored at a lower level on the earlier achievement test were placed in smaller classes in both years and were taught by homeroom teachers who frequently provided learning goals and feedback about the attainment of learning goals, they showed greater advancement of achievement on the test taken after the two-year period than did the students in the other conditions.
关键词：クラスサイズ;学級規模;フィードバック;パネルデータ;小学校
其他关键词：class size;feedback;panel data;elementary school