中部大学教育研究25

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中部大学教育研究No.25（2025）―28―JournalofChubuUniversityEducationNo.25（2025）AnalysesofLearningBehaviorDateforSupportingCivilEngineeringStudentsSUGIIToshio＊1，ITOHAtsushi＊1，TAKEDAMakoto＊1，OKAMOTOHajime＊2，NAMIMATSUSaki＊3andTOTSUKAYuzo＊4＊1Professor,DepartmentofCivilEngineering,ChubuUniversity＊2AssociateProfessor,DepartmentofCivilEngineering,ChubuUniversity＊3SeniorAssistantProfessor,DepartmentofCivilEngineering,ChubuUniversity＊4TechnicalEducationStaff,FacultyofEngineering,ChubuUniversityAbstractAsanevaluationofDPachievement,inadditiontotheGPS-Academicassessmentsadministeredinthefirstandthirdyears,thisdepartmentimplementedPROGassessmentsforsecond-andfourth-yearstudentsin2024.Weanalyzedtheresultstoidentifycharacteristicsofthisdepartment.GPS-Academicrevealedthat“thinkingskills”tendtoshowlowergrowthratesasstudentsadvancethroughtheiracademicyears,correlatingwithGPAdistributions.PROG,whilenotadministeredtothesamestudents,showedthatbothgeneralskillsandDPevaluationresultswerehigherinthefourthyearcomparedtothefirstyear,suggestingpotentialforverifyingthedepartment'seducationalapproach.Additionally,studentinterviewsnowincludeaquestionaskingwhethertheircurrentuniversitylifeis“enjoyable”or“notenjoyable,”initiatingeffortstoidentifystudentsrequiringearlysupport.Weintroducedtheconstructionofadatabasetoaggregatestudentinformation,includingassessmenttestresultsandinterviewfindings,enablingthevisualizationandanalysisofstudentgrowth.KeywordsAssessmenttest,individualinterview,analysis,studentdatabase