Abstract
The present study used a combination of quantitative and qualitative methods to examine factors that facilitate achievement in integrated study (sougou gakushu). The results from questionnaires completed by 106 high school students in Study 1 revealed that achievement in integrated learning was positively correlated with topic selection, learner's motivation, and task progress, as well as students' grades. In Study 2, in order to investigate other factors more thoroughly, we interviewed 4 students who were either extremely high or low in their residual scores on the factors identified in Study 1. The results revealed an additional 4 important factors: (1) relevance of the topics to students' intrinsic values,(2) clarity of plans and frameworks,(3) students' positive attitudes toward help seeking and information gathering, and (4) effective support from teachers. The specific nature of the task demands in integrated learning was discussed.
