Abstract
This study aims to evaluate the educational outcomes of incorporating classic literature into liberal arts education and to explore whether these outcomes vary according to learners' academic achievement levels. A survey was conducted with students enrolled in the “Reading Great Books” course at University A. Based on academic performance scores, participants were categorized into high- and low-achievement groups, and changes in relevant competencies, motivation, and lecture satisfaction were analyzed. The results showed that, across the entire sample, post-survey scores for all competencies, problem-solving self-efficacy, and lecture satisfaction were higher than pre-survey scores, demonstrating statistically significant improvements. Similar trends were observed in the analysis based on academic achievement levels. These findings suggest that engaging with classic literature enhances learners’ competencies and motivation, regardless of their academic achievement levels. Conversely, academic interest declined in the post-survey compared to the pre-survey, with situational interest showing a statistically significant decrease. This study highlights the significance of liberal arts education, demonstrating that courses incorporating classic literature effectively promote the development of students’ competencies and self-efficacy. Furthermore, the study underscores that these benefits are accessible to all learners, irrespective of their academic performance, reaffirming the necessity and importance of liberal arts education in higher education.
Published Version
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