Effect of Willingness to Learn on Regular Examination Results

Abstract

The object of this study was to examine the effect of willingness to learn on the results of regular examinations. The subjects were 2nd year students of our college: 41 day school students and 40 night school students. We chose external motivation, internal motivation, health condition (in particular, mental health), interpersonal relationships and suitability for college as factors of willingness to learn. Then, we examined their effects on the results of regular examinations. We observed a positive relationship between suitability for college and the results of the regular examinations among night school students. Accordingly, we consider that it will be necessary, for the future instruction of students, to actively accustomize students to classes and college with class teachers playing a lead role in this. We should also consider the design of the instruction methods.