This second report describes the influence of teacher's behavior on the change of pupils' learning styles. Two surveys on the learners' attitude in a classroom have been conducted in July and September. The comparison of two results shows that the change of teacher's acceptive activities effects the modification of pupils' learning styles. To improve the learning styles of those who have not any of three prominent styles such as logical thinking, concrete observation nor learning through practical activities, the teacher has praised and encouraged them more intentionally than those who have the learning style of logical thinking. Visible changes of the learning styles have been observed only on a few pupils in spite of pre-planned instructional strategies. However, the comparative analysis of the scores of questionnaires shows that the traits of learing styles have changed more on those having learning style not characterized by any of three above mentioned styles than those having a specific prominent learning style. This change can be attributed to the teacher's acceptive attitude to the pupils.

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In order to assess student's achievement in high school chemistry, the standardized methodology of evaluation should be introduced. This report is a trial to find out the adequate method for the assessment through the analysis of problems used at the level of last term of high school. The problems used were (1) GCE O-level problems, (2) problems given in Japanese universities' entrance examinations, classified into "Chemistry I" according to the Course of Study provided by the Ministry of Education, and (3) those classified into "Chemistry II". The assessment of student's achievement were carried out in the following way. (1) Sixteen high schools in Fukuoka area were selected. (2) Tests were undertaken on 12th grade pupils for two years. (3) Statistical analysis was made on the scores obtained from these tests. The average score and the Discrimination Index were used for the statistical analysis. Some good problems for the present purpose were found through these analyses, while problems related to experiments and those based on ionic reactions were found to be difficult items for students. In order to standardize the method of assessment, more data should be accumulated on a nation-wide scale, and other problems selected from whole range of high school chemistry should be examined.

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