カンボジアの大学1年生の学力に関する断層線型モデルを用いた研究

広島大学(Hiroshima University)博士(学術)Philosophydoctora

Factors influencing college students’ academic achievement in Cambodia: a case study

The purpose of this study is to address achievement gaps among Cambodian students attending an English higher education institution in Cambodia by exploring factors that contribute to their academic achievement. Using a hierarchical multiple regression on second-year students (N=215) and teachers (N=23), this study examined the relative influence of student engagement behaviors, students’ background characteristics, and teacher quality on students’ academic achievement. Both general and interaction effects by students’ geographical origins were examined. The results suggested a variety of factors that positively predicted student achievement: the importance of students investing more efforts in homework or given tasks and whole-class participation, students’ pre-college academic experience, teachers’ teaching experience and course workload and difficulty. Interaction effect existed between students’ pre-college academic experience and geographical origins. With these findings, some important implications for closing student achievement gaps are discussed

College Student Involvement in English Language Learning in Cambodia : Trends and Patterns <Articles>

This study examines (1) the extent to which students at one premier faculty of English in Cambodia exhibit their involvement level in academic activities under a new learning environment and (2) whether differential involvement patterns exist within certain groups of students. The data source was 215 sophomore students randomly selected from all study periods (morning, afternoon and evening) in the 2010 academic year. Student involvement was assessed by their engagement behaviors using selected items from the National Survey of Student Engagement (NSSE). The results indicated students had high to moderate levels of involvement in assigned homework and tasks and whole class and out-of-class collaborative learning activities. Out-of-class student-teacher encounters and reading and class preparation were in that order the least common behaviors among students. Certain student involvement patterns were indeed embedded within students' gender and English performance dynamics and study periods. Some important implications were discussed for pedagogical orientations and further research