Significance of the Cooperative Education at High School and University based
on Changes in GPA, Performance on the Entrance Examination,
First-Year Generic Skills and Feelings of Adaptation to University Life

Academic Archives of Yamaguchi Prefectural University （Bulletins and Records of Research Activities） 

13-20

SONE Fumio, IKEDA Fumiko and YOSHIMURA Mari

In order to obtain knowledge useful for first-year education and student instruction, the transition of academic
performance during 4 years of university was retrospectively investigated for the higher and lower percentiles of grade
point average (GPA) at the time of graduation from university. The self-evaluation score of learning outcomes, the PROG
test score, and adaptation to university life were examined in the two groups. Furthermore, the relationship between the
first-year academic performance and the scholastic ability before enrolling in university was analyzed. Comprehensive
scholastic ability in high school fundamentally influenced the academic performance in university evaluated by GPA.
Compared with the higher GPA group, the lower GPA group had lower scores on the PROG test and for feelings of selfaffirmation
in the first year of university. We consider educational interventions in the pre-enrollment period and the first
year of university to be highly important to improve academic performance throughout the 4-year period of university.