Abstract
The purpose of this study was to clarify the difference in learning motivation between day and evening course students at college, and to examine how to deal with each student individually. The subjects were 76 first-year students in the day course, and 36 first-year students in the evening course of the college of physical therapy that trains physical therapists. They were requested to answer an online questionnaire, consisting of 14 items, regarding their learning motivation. In addition, we also asked about their employment experience at the same time as the questionnaire was
administered. The median, first quartile and third quartile of the learning motivation questionnaire results were calculated. For statistical analysis, the Mann-Whitney U test was used to examine the differences in the results of the questionnaire between day and evening students. Among the subscales related to learning motivation, two items of intrinsic regulation were significantly higher in the evening students’ questionnaire results. For evening course students, it would be beneficial for teachers to introduce the latest clinical topics based on text-book-level content. Meanwhile, for day course students, it was considered necessary to further engage with them to increase their intrinsic regulation, which is low.
