RELATIONSHIP AMONG STUDENTS’ FACING PROBLEM RELATED MATHEMATICS LEARNING AND LESSON

Purpose: The objective of this study is to examine the Japanese junior high school students’ feelings of difficulty in learning mathematics and discuss a possible solution on the ‘Lesson Study’ framework. Methodology: A survey was performed on 616 students of a public junior high school regarding their feelings towards learning mathematics. The survey was carried out at the end of the academic year 2016 in March, and 182 students (44 first-year, 75 second-year, 63 third-year) participated in the study. In this investigation, only those who answered “No Problem” were further scrutinized by means of conjoint analysis for their anxieties towards the specific learning modules following the education system guidelines and classified as ‘Algebra calculations’, ‘Functions’ and ‘Geometrical figures’. Basically, the analysis consisted of assessing these students’ awareness of ‘being good at’ and ‘being not good at’ one specific module relative to the other modules. Data processing and conjoint analysis were performed with Microsoft Excel. Main Findings: Roughly 68% of first year students, 77% of second year female students, and 72% of third year female students felt ‘Not Good At’ towards ‘Algebra calculation’ and ‘Functions’, whereas about 95% of second year male students self-assessed themselves as ‘Not Good At’ towards ‘Functions’, and 79% of third year males as ‘Good At’ towards ‘Algebra calculation’. Thus, even though some students declared “No Problem”, they were actually ‘Not Good At’. Implications: These findings suggest that a class division according to the students’ feelings with ‘Lesson Study’ at the teachers’ level would help struggling students to learn mathematics. In addition, we showed that the use of conjoint analysis-based assessment may help educators and teachers to figure out students’ feelings towards learning mathematics. Novelty: The use of conjoint analysis to analyze the students’ implicit feelings towards learning mathematics is followed by a discussion on the grounds of ‘Lesson Study’, for which a cycle at the individual level is presented

THE INFORMATION TECHNOLOGY LITERACY LEVEL OF NEWLY ENROLLED FEMALE COLLEGE STUDENTS IN JAPAN

Purpose: The objective of the study was to assess the self-assessment of information literacy among newly enrolled Japanese female college student in what concerns to the ability to operate office applications; namely, word processors, spreadsheets and presentation software. In addition, researchers also investigated the time period when they started using them.  Methodology: A survey was performed on 272 junior college female students of humanities courses and 41 college students of nutrition science course in April 2018, right after their entrance ceremonies. Statistical free software R was used to process the data, which consisted of chi-square test of independence for a contingency table, and correspondence analysis. The parameters assessed were (1) self-evaluation of the ability to use office applications, and (2) the period of time the students started using time. Main Findings: ‘Upper intermediate’ level students in word processors were correlated with the period around ‘Class in elementary school’ or ‘Class in junior high school’. By contrast, ‘Upper intermediate’ level students in spreadsheeting were associated with the first contact in a ‘Class in junior high school’ or ‘Class in high school’. Presentation software has been used frequently since elementary school up to high school and its club activities. Finally, the results suggest that ‘Advanced’ level students were taught how to use all these applications from family members. Implications: These findings may help teachers to improve their academic curriculum in order to fill the gap between those who are skilled and those who are not. They also can give useful hints to explore new teaching methods on information literacy subjects in higher education. Novelty: The results suggest that that the period of time that students had their first contact with the applications affects the awareness of their importance and the motivation to learn them