Abstract
We statistically analyze data on student evaluations of the fundamental-physics teaching for academic 2005, which places emphasis on problem-solving performance, in an introductory technology course. The evaluation data are analyzed by principal-component analysis, which reveals almost the same first and second components as those for academic 2004, during which a conventional instruction was given. Correlation of a students' feeling of attainment in the instruction with the evaluation data is analyzed by multiple-regression analysis, showing that the feeling of attainment can be explained in terms of the first and second components in the data. Finally, correlation of students' exam scores with the evaluation data is analyzed by multiple-regression analysis, which shows that the correlation is greatly diminished and thus it is almost impossible to predict the exam scores from the evaluation data, in great contrast to the case for academic 2004.
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