Awareness of the Issues in First Year University Education Emerged from Teacher Questionnaire

Abstract

　This research aimed to identify how teachers of this university perceive the importance of first year undergraduate education and what kinds of elements or factors they think should be improved. A questionnaire was distributed to all university faculty, i.e., eighty one full-time teachers, and forty-three of them (53%) answered the questionnaire. The results showed that teachers conceived first year students’ abilities crucial in the following areas: speaking in class, especially the ability to ask questions; listening skills, especially the ability to concentrate in lectures; and general communication skills. On the contrary, field study; leading a group; identifying solutions; and contribution to family, local community, and global society were ranked lower. By conducting a Categorical Principal Component Analysis, two factors were extracted (Cronbach α=0.968). The skill elements that students needed to develop were a logical, objective, critical mindset; basic latitudinous academic skills; and a wish for life-long growth. Indifference to the people around them was also pointed out. Furthermore, many participants in this research mentioned the need to improve the university’s courses overall, by enhancing interaction, demonstrating clear objectives, and explaining the importance of autonomous learning. First year education should also include classes that teach students how to write an essay and how to conduct literature review in their field of study. Furthermore, the educational environment of Nitona Campus needs an overall improvement with regard to the insufficient library resources and students’ difficulty in reaching teachers. Participants in this research commented that students should interact more with different people outside of the campus to develop an objective understanding of an increasingly multi-cultural society.