Abstract
[Purpose] We compared lesson consciousness between self-learning and traditional teaching classes and investigated the correlation with willingness to learn. [Subjects] The subjects were 116 students attending a physical therapy vocational school. [Methods] We conducted self-learning and traditional teaching classes and compared them by performing factor analysis on the results of a lesson consciousness questionnaire; we also sought correlation with the results of a willingness to learn questionnaire. [Results] In the results of the factor analysis of the self-learning class, the subscale scores of Factor 1 (self-originating approach to learning) as well as Factor 3 (exchanges with classmates) were higher than those of the traditional teaching class. Moreover, we found that Factor 1 was mainly based on self-motivation, and that Factor 3 was correlated with suitability for college. [Conclusion] We consider self-learning classes are a form of teaching which can raise levels of self-motivation and suitability for college.
