作業療法学生の授業に対する課題価値─課題価値測定尺度を用いた検討

Task value of the classes for occupational therapy students: Discussion using the Academic Task-Values Scale

要旨：本研究の目的は，作業療法士養成校で行われている授業に対する学生の価値づけを明らかにすることである．対象は，4年制の養成校に在籍する3年生37名，および22の授業科目であった．方法は，対象となる授業科目の定期試験終了後に課題価値測定尺度を用いて評価し，授業科目全体に対する価値づけのあり方を把握した後に，授業科目を知識伝達型授業科目と参加体験型授業科目に分けて価値づけの傾向を比較した．その結果，参加体験型授業は，知識伝達型授業よりも興味価値，私的獲得価値，公的獲得価値，実践的獲得価値の下位尺度得点が有意に高かった．この結果より，参加体験型授業は，学生の学習動機を高め将来の職業をより意識させると考えられた．

　This study aimed to clarify how students value classes at an occupational therapy training institute. Participants were 37 third-year students at a four-year training school, and 22 class subjects were assessed. Following the periodic examinations of each targeted class subject, the Academic Task Values Scale was used to evaluate the classes. After gaining an understanding of how class subjects fit within all class subjects with respect to value, the class subjects were divided into student-centered and teacher-centered class subjects and value trends were compared between the two. Sub-scale scores for interest value, private attainment value, public attainment value, and occupational practice utility value were significantly higher in teacher-centered classes compared to student-centered classes. These results suggest that teacher-centered classes increase students' motivation to learn and make students more aware of their future professions.