In the educational process, the professor teaches and the students learn simultaneously. On the other hand, however, because students have heterogeneity (individual differences), the growth of internal knowledge from the same lesson varies among individual students. In addition, because the professor’s lesson and the students’ learning occur simultaneously, if the professor does not prepare the lesson well, or if each student does not prepare and review the lesson, in consideration of heterogeneity, the teaching and learning in the lesson will not be substantial. Cronbach refers to this characteristic as aptitude-treatment interaction (ATI), in which the effects of the lecture methods, details of contents, and materials vary according to the learners’ aptitudes (see Cronbach, 1957; Cronbach & Snow, 1977). Therefore, an analysis of educational effectiveness, taking into consideration the student’s heterogeneity, leads to a deeper understanding of the teaching and learning process (Snow, 1986).

  Tsubaki and Iwasaki(2011) proposed the method for measuring and analyzing the educational effectiveness by student type. Further, Tsubaki and Oya(2011) proposed the analytical system based on the method by Tsubaki and Iwasaki(2011).

In this paper, we study the heterogeneity of the learning of students by analyzing the text data written by students about “Positioning of lectures,” “Learning style,” “Satisfaction derived from lectures” using KeyGraph.

We show our research questions.

1. Please write how lecture is the ideal lecture for you with your experiences at the university, the junior high school or the high school.

2. Please write the positioning of this lecture in lectures of your department.

3. What did you think that you could learn and use the things you learned in the future when you read the syllabus of the lecture and attended the first guidance of the lecture?

4. Do you feel that the teacher wants students to acquire what kind of thing through this lecture?

5. What acquirement satisfies you by this lecture ?

6. Please write your everyday learning-style and your learning-style before  examinations?

Please write about a way of the review of the practice you solved during lecture and the  effect of the practice.

7. Items about the satisfaction

・ The level that you want to learn

・ Satisfaction of the lecture as a whole

・ Satisfaction for lecture contents

・ Satisfaction for the lecture constitution

・ Satisfaction of the teacher

・ Satisfaction of a thing provided from the blackboard demonstration except the textbook and the words of the teacher

8. What do you think that both the teacher and students should do in order to rise the satisfaction rises?

We analyzed the learning-styles and satisfactions by level types (80-100, 60-79, 40-59, 0-39 points)of scores of examination. Further, we study the teaching method to students with heterogeneity by the educational interactive communication.

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