ABSTRACT
The purpose of this study was to examine statistical methods for assessing variance in students' learning attitudes over 2 months. The students' learning attitudes, measured by tutorial assessment sheets, were analyzed quantitatively by multidimensional scaling and cluster analysis. Items on the tutorial assessment sheets were divided throughout the practice period into two axes of speculation (behavior and partnership). At the initial and medium-term stages of this practice, the dispersion of student's consciousness for given assessments was able to determine the quantity. We could then determine the quantity of recognizing the importance of topics to learn, and consciousness for learning was a feature often found at the end of this practice.