International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

The Validity of Setting a Benchmark Standard Based on Academic Fields
in the Indirect-Student Survey for Quality Assurance in Japan1

Yamazaki Shinichi, 2Miyazato Shota
1
J.F. Oberlin University, Japan
2
Graduate School of J.F. Oberlin University, Japan

Abstract
This article examines the validity of setting abenchmark standard based on academic fields at thenational level indirect-student survey for quality
assurance in Japanese junior colleges. The data
derives from The National Survey for Junior College
Students (NSJCS), called as “Tandaiseichosa” inJapanese. The NSJCS is one of the leading indirect
student surveys in junior colleges operated by theJapanese Association for College Accreditation(JACA), which is a certified accreditation agency forjunior colleges. Research method applies acomparative study of the results of single tabulations
and a correlation analysis on junior college student
experiences and their learning outcomes by applying
58,119 data in three academic fields, Childhood
Education, Multi-disciplinary, and Health Science,from NSJCS 2015-2018. As a result of this empirical
study, benchmark standards of each academic field
contribute to improving the quality assurance system
of Japanese junior colleges by clarifying
characteristics of educational experiences andlearning outcomes. Each academic fields have a wayof acquiring learning outcomes in their educational
experiences, and these outcomes varied from not
only each institution but also the academic field.

1. Introduction
The purpose of this research is to clarify theimportance of creating a benchmark standard basedon academic fields in “Tandaiseichosa”, which is a
National Survey for Junior College Students(NSJCS) and one of the leading national-levelindirect student surveys to Japanese junior college
students. This survey aims to contribute to improving
educational quality and accountability to the generalpublic as a part of the processes of accreditation.
Japanese Association for College Accreditation(JACA) is one of the certified accreditation agencies
in Japan. It operates a college evaluation to support
continuous self-study and assessment of member
institutions for sustaining and improving the qualityof education and research activities in junior college
as a quality assurance system. It becomes a sisterorganization with the Accreditation Commission for

Copyright © 2020, Infonomics Society

Community and Junior Colleges (ACCJC), which isa part of the Western Association of Schools andColleges (WASC) in the U.S [1]. Institutional
certified evaluation and accreditation mandates to all
Japanese colleges and universities at least once ofevery seven years by the School Education Act in2004. JACA is one of them, and the number ofmember institutions of JACA is 276 (84% of juniorcolleges). As a part of accreditation procedures,
JACA applies NSJCS based on a spontaneous
request from junior colleges. The NSJCS consists ofquestionnaires of reasons for enrollment, educational
experiences, study-hours, learning outcomes, andsatisfaction to correspond to the context of Japanese
junior colleges by entirely relying on indirect-student
evaluation.
JACA research committee framework has beenenabling the periodical and continuous improvementof NSJCS through analyzing the data from thesurvey. This committee is organized less than 20
professionals such as researchers of learning
outcome assessment, administrators of higher
education institutions, and the principle ofkindergarten. Research & development still
underway after JACA commercialized the survey in2017 despite R&D tends to be completed with
operationalized in Japanese education research
generally. This unique committee contributes tosustaining and refines NSJCS to adapt to changing
social demands to the learning outcomes assessment.
The authors of this paper are a member of a research
and analysis team in this committee. Therefore, thisresearch identifies the validity of comparison byacademic fields to promote the educational quality
and accountability of Japanese junior colleges
through improving quality assurance system.

2. BackgroundThe environment surrounding higher education
institutions in Japan is becoming increasingly severe
due to a variety of factors, including intensifying
competition due to a declining 18-year-old
population, globalization, and a reduction in current
subsidies. The shrinking of the college-age group is
one of the most significant issues to manage every

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International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

Japanese higher education institution sustainablebecause they hugely rely on younger students in theirenrollment management. The Ministry of Education,
Culture, Sports, Science and Technology (MEXT)
shows that only about 3,000 students are over 25
years old among 631,273 attendees to universities
while the situation of junior college is almost thesame, less than 3% adult students [2]. The reason forthe low numbers of adult students in Japanese higher
education institutions is that business companies tend
not to offer recurrent education to their employees
because these enterprises prepare On the Job
Training (OJT) programs to them. The Ministry of
Health, Labour and Welfare (MHLW) explains that
only 1.8% of companies apply job training
opportunities in higher education institutions [3].
Despite the low demand for job training toemployees, Japanese companies strongly expect
graduates from higher education institutions to
respond shrinking of the working-age population andinsufficient human resources.
The School Education Act prescribes juniorcollege, the main research objective of this paper, as“aiming to develop knowledge, morals, and appliedabilities by teaching and studying specialized fields
for cultivating essential abilities and basic skills forworking industrial society and living life well”.
Thus, junior colleges focus on acquiring fundamental
skills and abilities while university aims to giveextensive knowledge to students as the academic
center. The demographics of Japanese junior colleges
have a unique characteristic. Female students
dominate 88.7% of total enrollment in 2018 because
the beginning of this kind of institution aims to
expand access to higher education for women to
foster the social promotion of them from 1950.
However, the number of junior colleges and its
enrollment has continued to decline significantly due
to the growing social orientation to university-level
education, and women’s empowerment. The numberof students in junior colleges as of 2019 is 113,008,
which is less than a quarter of peak term in the end[2].
Japanese national educational policy tries tosustain junior college despite the shrinking of its
size. One of the working groups in the Central
Council for Education, which affects educational
policymaking under the MEXT, proposes a report tomaking the solution for Mid- to long-term issues
around junior colleges. This report expresses the four
fundamental roles of junior colleges in the future
Japanese society as (1) a place to development ofprofessional workers, (2) cultivating key persons tocontribute to the local community, (3) to be a firststage of higher education level before attaining 4years university, and (4) provide various
opportunities to the life-long learning [4].
Japanese junior colleges still have more than
100,000 students, even in the situation of a declining

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birthrate and growing the trend toward a four-year
university. One of the reasons that they are mainlycomposed of fields with substantial needs for humanresources, such as kindergarten teachers and nurseryteachers, as well as nurses and caregivers, and play arole in developing human resources in a short period
and sending them to society. For example, almost
half of junior college student studies in earlychildhood education for becoming a kindergarten/
nursery teacher to support primary education. These
facts examine that the role of junior colleges inJapanese higher education is still crucial despite areduction.
Furthermore, in the global perspectives, shortcycle higher education institutions are one of thetrends in the rest of developed countries toexpanding access to the tertiary level of educationeven though the number of Japanese junior colleges
is shrinking. Thus, this paper focuses on theutilization possibility of the indirect-student survey
to apply the quality assurance system in Japanese
junior colleges as a case of one of the short-cycle
higher education issues.

3. Previous research
The prototype of NSJCS, called as Japanese
Junior College Student Survey (JJCSS), developed in2008 to correspond to the demand of learning
outcome assessment of higher education institutions
by the Japanese Cooperative Institutional Research
Program (JCIRP). This project deserved to create
one of the trends of learning outcome assessment
through the indirect-student survey in Japanesehigher education institutions. Yamada [5], the leaderof JCIRP, shows that an indirect-student survey
derives educational impacts and learning outcomesof colleges and universities from comparisons of theJapanese College Student Survey (JCSS) andCollege Senior Survey (CSS). CSS is conducted by
the Higher Education Research Institute at
University California Los Angeles and to be an
example for JJCSS with permission. Yamada [6] also
clarifies the possibilities and challenges of a large
scale continuous student survey through analyzing
the JJCSS data and shows that the impact ofsatisfaction of college experiences causes frompersonal factors rather than college factors
themselves. JJCSS turned into NSJCS in 2015 to
focus on Japanese junior college characteristics; 2years basis, small size, and 18-19 years old female
dominant enrollment, to improve the educational
quality of Japanese junior colleges and improve
accountability to stakeholders through the indirectstudent evaluation [7].
The trend of learning outcomes assessment injunior colleges spread to regional level practice suchas a Junior Colleges Consortium Kyushu (JCCK).
Kyushu is one of the regions in Japan and JCCK

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International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

attempts an original approach to quality assurance inthese member institutions. Abe and Nanri [8] explainthat JCCK aims to clarify and strengthen the roles
and functions of junior colleges that are closely
connected to the community and contribute to thedevelopment of mid-level human resources in thecommunity. One of the characteristics of the efforts
from JCCK combine an indirect student survey witha panel survey to their graduate to measure
educational outcomes of these institutions organizes
as their quality assurance system.

hours between them using the NSJCS data andanother national survey. However, there is noresearch work related to cross-disciplinary
comparisons of NSJCS data according to the CiNii,
which is the most extensive bibliographic databaseservice of academic resources in Japan.
This paper aims to identify the importance of thebenchmark standard based on the academic field
through a comparative study of learning experiences
and outcomes in each field by applying the data of
NSJCS 2015-2018, almost 20,000 junior college
students participate in every year. The research
focuses on three academic fields in NSJCS,
Childhood Education (CE, the total number of
respondents is 31,792), Multi-disciplinary (MD,8,464 in total) such as cultural studies andinterdisciplinary fields, and Health Science (HS,17,863 in total), those fields are major factors ofJapanese junior colleges. This paper applies tocompare the results of single tabulations andcorrelation analysis on junior college student
experiences and their learning outcomes in thesethree academic fields.

4. Objective and method
Improving accountability and measuring thelearning outcomes in higher education institutions is
one of the central issues all over the world. There aremany kinds of surveys to students besides the trendsof evidence-based / qualitative research such as the
NSJCS. The results of this indirect-student survey
have already had utilized not only the quality
assurance of junior colleges but also academic
research. Okamura [9] focuses that the student’s
characteristics of laboratory technician course while
Miyazato [10] explains student’s attitudes toward
college education evaluation, and awareness in childfood education courses in their junior colleges basedon the results from the survey. Yamazaki [11]explains the differences in learning practice in juniorcollege and university’s students by comparing study

5. Results
Figure 1 shows the frequency of learning
experience in the class of junior college in eachacademic field (Fig. 1).

Homework and assignments

Experiential learning (e.g. fieldwork)
Computing and ICT
Regular quizzes or mini tests
Discussion with other students
Writing
Correcting or comments by the instructor on submissions
Feeling boring
Career development education
Thinking of the questions without an answer
Collecting literature materials
Presentation

Using a libraryChildhood Education

Late or absent from classMultidisciplinary

Talking what you've learnt with people outside of junior college

Health sciences

Using foreign languages
Not completing homework before deadline
1

2

3

4

1= never, 2=occasionally, 3=sometimes, 4=often

Figure 1. The frequency of learning experiences in junior college

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International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

Table 1. Characteristic of educational experiences in each field
Major fields
Positive
Childhood Discussion with other students
Education Thinking of the questions without an answer(CE)
Using a library
Career development education
MultiUsing foreign languages
Disciplinary Writing(MD)
Computing and ICT
Presentation
Experiential learning (e.g. fieldwork)
Regular quizzes or mini tests
HealthHomework and assignments
Sciences
Correcting or comments by the instructor on submissions(HS)
Collecting literature materials
Late or absent from class

Questions related to the learning experiences
consist of 17 questions with a four-point scale,“Homework and assignments”, “Experiential
learning (e.g., fieldwork)”, “Computing and ICT”,“Regular quizzes or mini-tests”, “Discussion withother students” and others. These items intend to
identify the frequency of each educational
experience and to assess educational activities injunior colleges. Negative educational experiences
like “Late or absent from class”, “Not completing
homework before the deadline”, and “Feelingboring”, are inversion items. Students in all threeacademic fields have many opportunities to takehomework, using a computer, mini-tests, anddiscussion as to their learning experiences, and they
can be considered earnest by the low rate of the “Notcompleting homework before the deadline”.
Table 1 examines the character of educational
experiences in each field. These positive/negative
vital factors choose at least±0.3 scores between 3
academic fields. Childhood Education tends to apply“Discussion with other students”, “Thinking of thequestions without an answer”, and “Using a library”
while it does not focus on “Computing and ICT” and“Regular quizzes or mini-tests” comparing by other 2
fields. Most of the students in CE pursue to be akindergarten/nursery teacher as a professional job.
MEXT and MHLW propose that active learning like
“Discussion with other students” and “Thinking of
the questions without an answer” is to be one of theessential factors to improve childhood education.
The Multi-Disciplinary field provides a variety ofeducational experiences, and that does not focus on
professional works. Some junior colleges intend on
international understanding while others allow theirstudents to think about their career and future works.
"Late or absent from class" as a negative factor is alittle bit higher than the other two fields. Students in
the Multi-Disciplinary tend to struggle to keep theirmotivation for studying due to the unclear purpose
and target of their study program.
HS fields prepare educational curriculum to theirstudents for attaining the position of nutritionist,
nurse, caregiver, medical technician, and otherprofessional works related to health services. These

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Key factor
score
Negativescore
3.25 Computing and ICT
3.03
2.75 Regular quizzes or mini tests
2.95
2.53
2.96 Experiential learning (e.g. fieldwork)
2.76
2.47 Correcting or comments by the instructor on submissions
2.71
2.95 Late or absent from class
2.52
3.37
2.77
3.51 Discussion with other students
2.93
3.26 Presentation
2.45
3.47 Career development education
2.43
2.98 Using foreign languages
1.99
2.74
2.16
1= never, 2=occasionally, 3=sometimes, 4=oftenkinds of professions require the license for working
authorized by the national law, so students force toachieve the standard of each profession. Therefore
HS students spend “Experiential learning (e.g.,fieldwork)” as a part of job training and “Regularquizzesormini-tests”,“Homeworkandassignments”, to pass the examination to be qualified
as a profession. “Late or absent from class” is lower
than other fields because the MHLW operates theattendance of class strictly to be a nutritionist as oneof the examples. These students are not able to haveenough opportunities to take time for discussion andpresentation while pursuing the license andqualification to be a profession.
Figure 2 shows what kind of skills or abilities
acquiring as a learning outcome from junior college
experiences. This questionnaire consists five-point
scale, significantly decreased, decreased, nothingchange, increased, and increased greatly.
“Knowledge in specialized fields” is the only item
to exceed 4 points, which points out all fields ofjunior college students obtain skills and knowledge
related to their field. “Teamwork and collaboration
skills”, “Writing skills”, “General knowledge”,“Communication skills”, and “Computer skills”
follows in this figure. The purpose of junior college
in the School Education Law declares that studying
specialized fields for cultivating essential abilities
and necessary skills for working industrial society
and living life well and the survey result show
attaining some level of this requirement as a juniorcollege.
On the other hand, some crucial abilities like
“Leadership skills” and “Understanding numericalvalues and data” are not acquired well through theireducational experiences. CE and HS suffer fromeven decreasing “Foreign language proficiency”
while MD sustains the level of it. These students do
not tend to have an opportunity to learn a foreign
language because there is enough space in theircurriculum only in 2-years.
Table 2 suggests that characteristics of learning
outcomes comparing three academic fields. These
questionnaire items tend to stay high every year withstably since the beginning of NSJCS, therefore, these4192

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

Knowledge in the specialized field
Teamwork and collaboration skills
Writing skills
General knowledge
Communication skills
Computer skills
Understanding people of other cultural backgrounds
Time management skills
Adaptability
Understanding yourself
Thinking LogcicallySolving complex real social issues
Perseverance
Understanding own career choice
Awareness of contributing local community
Reading abilities
Presentation skills
Self-study practiceChildhood Education

Leadership skills

Multidisciplinary

Understanding numerical values and data

Interests in political issues

Health sciences

Foreign language proficiency
1

2

3

4

1= significantly decreased, 2=decreased, 3=nothing change, 4=increased, 5=increased greatly

Figure 2. Increase/decrease of skills and abilities as learning outcomes in junior college
Table 2. Characteristic of learning outcomes in each field
Key factor
Positivescore
Negative
score
Knowledge in the specialized field
4.25 Computer skills
3.57
Childhood Teamwork and collaboration skills
3.94 Understanding numerical values and data
3.24
Education Adaptability
3.67
(CE)
Perseverance
3.65
Awareness of contributing local community
3.56
Computer skills
3.87 Knowledge in the specialized field
4.06
General knowledge
3.78
MultiUnderstanding people of other cultural backgrounds
3.74
Disciplinary
Understanding own career choice
3.66
(MD)
Presentation skills
3.57
Foreign language proficiency
3.25
HealthKnowledge in the specialized field
4.24 Communication skills
3.65
Sciences
Self-study practice3.51 Understanding yourself
3.54
(HS)
Understanding numerical values and data
3.45
1= significantly decreased, 2=decreased, 3=nothing change, 4=increased, 5=increased greatly
Major fields

positive and negative factors pick up ±0.1 scores intheir comparison.
CE contributes to acquiring essential abilities
such as “Teamwork and collaboration skills”,“Adaptability”, “Perseverance”, and “Awareness ofcontributing local community” with “Knowledge inthe specialized filed” to be a profession of childhood
education. The field of early childhood education
tends to lag behind digitalization as suggesting key
negative factors.

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Students in MD supposed to have a varied rangeof skills and abilities through their own educational
experiences. It shows different from 2 other specified
fields while taking the lowest score of “Knowledge
in specialized fields”.
Key factors such as “Knowledge in specialized
fields”, “Self-study practice”, of HS point out theapparent tendency of its learning outcomes. HS
students require to pass the examination to attain theprofession. Furthermore, nutritionist and other4193

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

Table 3. Correlation analysis between leaning outcomes and learning experiences
Leaning
Outcomes

Leaning
Experiences

MakingPresentation

Discussion
with otherstudents

Knowledge in thespecialized field

CE*

Thinking LogcicallyHS*

Understanding people ofother cultural
backgrounds

HS*

Teamwork andcollaboration skills

CE*

Solving complex realsocial issues

HS*Collecting
literaturematerials

Using a libraryExperiential
learning(e.g. fieldwork)

Careerdeveloment
education

Thinking of thequestions
without ananswerWriting andsentence
expression

Computingand ICT

Using forieng
languages

CE*/HS*HS*

CE*/MD*/HS*

MD*

MD*

HS*

CE*/MD*/HS*

Writing skills

MD*

Reading abilities

CE*/MD* /HS*

Understanding numericalvalues and data

HS*

MD*/HS*MD*

CE*/HS*MD*

CE*/HS*

HS*

HS

Foreign language
proficiency

CE*/MD**/HS

Communication skills

MD*

MD*

Presentation skills

CE*/MD**/HS*

CE*/MD*/HS*

MD*

Computer skills
Understanding own
career choice

HS*

CE*/MD*/HS*

MD*

Note:
1) All of the correlated items show at significant level 1%2) CE=Childhood Education, MD=Multi-Disciplinary, HS=Health Sciences
3) *weak correlation (r=0.2~0.4), **positive correlation (r=0.4~0.7), ***strong correlation (r=0.7~1.0), n.s. = Blank cell4) Decorrelation items are hidden on this table.

professions need to understand numerical values anddata as a part of works. To concentrate passing
examination,“Communication
skills”
and“Understanding yourself” tend to not increase in
their learning outcomes.
As in the final section of the results of this paper,
table 3 suggests the correlation coefficient between
learning outcomes and experiences in junior colleges
based on three major fields, CE, MD, and HS. The
table is an attempt to perform a correlation analysis
on question items related to learning outcomes andlearning experiences. There is a weak correlation
between “Presentation skills” and educational
experiences of “Making presentation” and“Discussion with other students”, “Reading abilities”
and “Collecting literature materials”, abilities of“Thinking logically” and “Solving complex realsocial issues” from “Thinking of the questions
without answers”. “Computer skills” and“Computing and ICT”, “Foreign language
proficiency”, and “Using a foreign language” also
correlate at a weak level in all fields. “Presentation
skills” and “foreign language proficiency” correlate
positively in each related experience in the MultiDisciplinary field. There is no item confirming astrong correlation with this analysis.

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CE students tend to acquire “Knowledge in thespecialized field” and “Teamwork and collaboration
skills” from discussion with other students asshowing the correlation. “Experiential learning (e.g.,fieldwork)” also correlates with “Knowledge in thespecialized field” while “Writing and sentence
expression” experiences deserve to acquire “Writing
skills” and “Reading abilities”.
“Thinking of the questions without answer”
makes a positive effect on the outcomes of“Understanding
peopleofotherculturalbackgrounds”, “Writing skills”, “Reading abilities”,
and “Presentation skills” in the field of MultiDisciplinary. “Understanding own career choice” aslearning outcome only correlates with “Careerdevelopment education” experience due to somejunior colleges have an educational curriculum
relates to career development as an entry-level
program to industrial society after graduation.
Discussion experiences in HS students affect tohaveabilitiesof“Thinkinglogically”,“Understanding
peopleofotherculturalbackgrounds”, and “Solving complex real social
issues” even though their amount of experience of“Discussing with other students” tends to be lower
compared to other academic fields. “Writing andsentence expression” has a positive impact on not4194

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 11, Issue 1, 2020

only “Writing skills” but also “Reading abilities”,“Teamworkandcollaboration
skills”,“Understanding numerical values and data”, and“Computer skills”. “Computing and ICT” experienceis also a correlation with “Writing skills” in HS.
The results of correlation analyses confirm thatthe tendency of acquisition of learning outcomesdiffers from depending on each field even in throughsimilar learning experiences. Japanese quality
assurance system supposes to have problems that it
does not require distinct academic majors in theirevaluation processes. Their scope to evaluate an
educational program is too whole. It needs to shift tosectoral assessment based on the characteristics ofeach academic major to improve educational quality
and accountability to the general public in eachjunior college.

6. Conclusion
This comparative study in Japanese junior college
data figures out the characteristics of the learning
experiences in each academic field and different
learning outcomes might occur even by the samelearning experiences between EC, MD, and HS
through comparison of single aggregate results andcorrelation analysis on NSJCS data. This result findsthat analyzing the academic sector basis and making
a benchmark standard based on each academic field
is an essential factor in understanding the educational
aspects in each junior college. These institutions canhave an opportunity to compare themselves more
precisely by the academic field’s benchmark to
support self-evaluation as a part of the quality
assurance system.
This result suggests the importance of analyzingeach academic major to improve the quality ofeducational assessment in junior colleges. On theother hand, this study also supposes the limitation of
the indirect-student survey to apply the evaluation
processes of higher education institutions.
Educational activities consist of many factors such as
faculty, an instructor, a student, atmosphere of theclassroom, course setting in the curriculum, and evenpersonal matter of student. There is also a huge
possibility to manage classes in different approaches,
even in the same class name. These factors may
affect the answers from junior college students in
NSJCS.
Therefore, the NSJCS, one of the indirect student
survey, make clear learning experiences and its
outcomes broadly as well as obscuring detailperspectives of learning activities in junior colleges.
Educational assessment requires to have multiple
approaches, quantitative and qualitative ways toimprove the quality assurance system for enriching
the educational quality and accountability to thegeneral public for obtaining public support to higher
education institutions.

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7. References[1] Japan Association for College Accreditation.
‘Historical Overview’ http://www.jaca.or.jp/en/about/histry.html (10 January 2020).
[2] Ministry of Education, Culture, Sports, Science andTechnology. (2019) ‘School Basic Survey’, Education
Policy Bureau.
[3] Ministry of Health, Labour and Welfare. (2019) ‘Basic
Survey of Human Resources Development’, Human
Resource Development Bureau.
[4] Central Council for Education. (2014) ‘About the
Future of Junior Colleges’ [Translated from Japanese].
Working Group of Junior College.
[5] Yamada, R. (2008) ‘Affective fulfillment and learning
outcomes of college students: analysis of CSS and JCSS’.
Research in Higher Education vol. 40, pp. 183-198.
[6] Yamada, R. (2010) ‘the possibility and challenges of alarge scale continuous student survey system: throughanalysis of JCIRP data’. Research in Higher Education
vol.42, pp. 247-263.
[7] Yamazaki, S. and Sakai, O. (2016) ‘Development of
new junior college student survey following the JJCSS’ In
R. Yamada (Eds.) The quality of higher education and its
evaluation [Translated from Japanese.]. Tokyo: Toshindo,
pp.131-144.
[8] Abe, E. and Nanri, Y. (2018) ‘New horizon of juniorcollege education’ Tokyo: Hokuju Publisher.
[9] Okamura, M. (2017) ‘the characteristics of medical
technician course considering through Tandaiseichosa’[Translated from Japanese]. Bulletin of Sanyo Women'sCollege vol.38, pp.49-58.
[10] Miyazato, S. (2019), ‘Student's Evaluation andConsciousness to Pre-school Teacher Education/Training
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[11] Yamazaki, S. (2018) ‘Current status and issues ofstudy time in junior college and university students’,
Psychological and Educational Research vol.9, pp.43-50.

8. Acknowledgements
This work was supported by Japan Society for the
Promotion of Science (JSPS) KAKENHI Grant
Number JP18K1394.

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