Inferred Study Habits of Students from E-Learning – Focusing on Increasing Test Scores in Pre-Enrollment Education

Abstract

In this study, we used the placement test scores, e-learning history, and posttest scores obtained in the pre-enrollment education at University A conducted in 2015, 2016, and 2017 to exploratorily classify seven types of students according to learning habits (types). It was revealed that more than 80% (with the exception of English in 2016) of the highest placement test scores (Japanese ≥ 90, English ≥ 74 in this study) were of learners with learning habits (types) of long-term completion (LTrf) or mid-term completion (MTrf). Although the percentage of learners with LTrf or MTrf learning habits (types) gradually decreased as placement test scores declined, there was no significant change in learning habit trends and learning habits (types) other than for LTrf or MTrf. In addition, learners with large increases in posttest scores (posttest score - placement score) after completing e-learning were classified with learning habits (types) of LTrf or MTrf. However, it is not only the learners who improved their test scores that were progressing without bias during the learning period (LTrf or MTrf). It was also found that more than 65% progressed in their learning (logged in) without being biased during the learning period. These findings suggest that there is no significant difference between learners' learning habits (types), placement test scores, and test score growth.