抄録
This study aimed to verify the effectiveness of an integrated approach combining instructor-led backward design and pre-shared performance evaluation rubrics in the “Business Work” PBL course at Kagoshima Women's Junior College. Its uniqueness and high generalizability stem from a convergent mixed research methodology framework that combines quantitative and qualitative research methods. Fifty-four students (N = 54) who enrolled in the course during the second semester of the 2023 academic year participated in the study. Quantitative data consisted of (1) a 15-item self-report questionnaire administered to all participants before Session 2 and the same questionnaire administered after Session 14. The average number of students who self-rated their performance on a 10-point scale as 6–10 increased from 22.4 (SD = 11.7) to 43.3 (SD = 5.5). Notably, significant improvements were observed in SDGs knowledge, problem-identification ability, planning ability, and creativity. Qualitative data included (2) self-assessment comparison charts across the 15 sessions and (3) semi-structured interviews with 11 students who demonstrated significant academic improvement. These findings revealed that clear backward design objectives and transparent rubric criteria promote participants' intrinsic motivation, appropriate self-regulation, and group collaboration. The discussion emphasized that backward design and rubric assessment provide a dual structure for clarifying learning objectives and motivating self-growth, thereby strengthening learners' autonomy, collaborative problem-solving, and foundational workplace skills in higher education at junior colleges. We propose that community colleges nationwide adopt this evidence-based model, grounded in the standardization of backward design processes and rubric development, to optimize their PBL practices.
https://ror.org/04raysj94 
