We analyze the relationship between the difficulty of practice problems and the degree to which they diverge from the corresponding examples in a computer language textbook. The complexity of the contents in examples and problems are described on a tree of expressions which may be selected cased on the language specification. The degree of divergence is defined through the exclusive selection numbers of the degression on the variation tree which is necessary to reach the practice questions' description form from the corresponding examples' description form (that is the number of selections needed by the solvers to reach the right description form). The difficulty of the problem is estimated from the number of classified divergences. An experimental result using a C language textbook agrees with the estimation by this method. Moreover, the experimental results show that the greater divergence, the higher error rate.

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Students' self-evaluation scale relating to festival activity items at the junior high school were subjected to experiment and changes of students' self-evaluation were investigated. Students rated scales on self-confidence and self-evaluation relating to the school festival activity items. The main results were as follows : (1) Four factors, cooperation and satisfaction, management, independence and positive engagement were taken from the school festival activity item scale. (2) Students who experienced high ego-involvement in, and demonstrated positive impressions of the school festival activities raised self-evaluation. Based on these results, changes of students' self-evaluation relating to school festival activity at the junior high school were discussed.

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This paper verifies the effects of learning materials presented in either the concept map form, one of graphical representation, or the text form on experiments. The learning content used the things that have inclusive or orderly relationship with the keywords. In the experiment, instructional materials were presented on computer display to 10 learners and their recognition test scores were compared. In addition, the more effective concept map form was compared with the text form on recall tests to confirm the previous results. The results show that the concept map is more effective form than the text form, because it makes the learners' comprehension of the whole structure of the materials easier. But in this form, higher key words in the hierarchical structures of learning materials represented on the lower side of the map provided little effect, because of the learner's increased cognitive load. This study suggests, therefore, that the concept map form will support the learners' comprehension of the presentation of instructional materials in the classroom if it represents the higher key words on the upper side of the map.

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