The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

Ju-Kyoung Kim


This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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