Abstract
The objective of this study is to determine the effect of LTD (Learning Through Discussion) on University students who enrolled in the course of School Health Theory. At the end of the course, each student was requested to review the session in free writing style and the reports were scaled by the capacity level of improving discussion skill, and made into high and low level groups depending on the results. By the quality analysis on each group, how effective the LTD influenced on the students was pursued. The analysis method was proceeded following the procedure, expecting to find the effect of LTD on the students in the contents of their writing. The following four criteria were used to determine the categories: “progress and coping with the situation,” “positive participation and self-assertion,” “consideration and understanding of others,” and “creating the atmosphere.” The median of the scores was set as the base to determine the groups, “high” or “low,” and summarized data in each group were qualitatively analyzed. The results showed that each group of the criteria had wider discerning and understanding, the affirmative change towards self-mature, etc., and the notable effects on the university students were found from the sub-categories and codes of the various learning aspects.
