Because the effects of education differ considerably among students, it is important to measure and analyze educational effects in consideration of individual differences (i.e. heterogeneity).

   Tsubaki, Tsuchida, Kimura, and Watanabe (2009) classified students by type during one lecture that they had taken, and analyzed how improvements in those students’ abilities—that is, the educational effectiveness of the course—varied by student type.

  Tsubaki and Iwasaki (2011) proposed to classify student types through factor-score clustering. Tsubaki and Iwasaki’s method is a method for measuring and analyzing educational effectiveness by student type. However, the method can be used in combination with in-depth statistical knowledge and charged statistical software such as JMP, SMS, and M-Plus. As such, only experts could make use of the findings derived by the analysis.

  Hence, Tsubaki and Oya (2011) developed a new system for measuring and analyzing educational effectiveness by student type, and it can be used by schoolteachers who lack the knowledge and techniques of high-level statistics; it uses R (R Development Core Team, 2010), Microsoft Office Excel (hereinafter referred to as Excel), and RExcel (Baier and Neuwirth, 2007). Next, they applied the system to survey data - designed and conducted by Ikemoto, Seki, and Tsubaki (2005) - pertaining to high-school life and learning activities, and analyze in detail educational effectiveness by student type using the system. This was undertaken to verify that the results beneficial to improving student guidance and teachers’ educational methods could be obtained from the analysis.

   However, the system proposed by Tsubaki and Oya(2011) could not analyze the data of the improvement of student’s learning by teacher’s advise based on the first analysis by Tsubaki and Oya’s system.

  Then, we proposed the analytical system for analyzing the educational effectiveness of the improvement of student’s learning by teacher’s advice based on the first analysis.

  Furthermore, we analyzed the effectiveness of career education in universities using the proposed method. We show the research questionnaire items of the career education.

  1)Did you assimilate well what you learned at the university (through preparation, lectures, and reviews)?

  2)Please state the number of hours a week you spend studying topics related to university classes, in addition to the time spent in classes.

  3)Please state the number of hours a week you spend studying topics not directly related to classes but rather to subjects such as qualification tests, English language, entrance examinations for graduate school, job hunting, or the like.

  4)After taking the career design course, do you know what abilities you will need in the future?

  5)How motivated are you about academic studies at the university after taking the career design course?

  6)Do you think you deepened your understanding about yourself, your abilities, and your strengths by taking the career design course?

  7)Did you master the ability to explain your thoughts in a clear manner?

  8)Did you master the ability to express your thoughts precisely in written form?

  9)Did you master the ability to listen to other people?

10)Did you acquire the habit of reading?

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