Proposal and Evaluation on Formation of Abilities Averaging for Effective Active Learning

In recent years, active learning with group work activities has been adopted in class of educational institution. Group work activities are expected to form students’ independence, cooperativeness, thinking faculty, expressiveness, and so on. However, in group work activities, there are drawbacks that adversely affect the progress and outcomes of students’ activities if an imbalance occurs in the personality and characteristics among the group members. For that reason, in order to maximize the learning effects of group work activities, it is indispensable to balance the performance exerted by the organized group. Therefore, “Formation of Abilities Averaging (FAA)” was proposed as a model of the method of organization to complement a group in consideration of personal characteristics and abilities in this research. Moreover, in order to demonstrate the characteristics of FAA, several methods were compared. In the experiments, the group work activities of Think-Pair-Share was done with a history class of general studies as a model. Then, the superiority was evaluated by the results of questionnaire surveys using Visual Analog Scale after the activities. As a result, in the FAA designating the positions within the group, the interest that leads to self-study after the class was high, and the effect of students’ motivation to learn was observed. In addition, FAA enables the organizer to control the condition of organization, it was possible to make more groups than when using other methods, indicated high degree of freedom and versatility.


Introduction
Recently, the decline of academic ability of students' has been widely discussed.However, its reality is the decline in self-confidence and motivation to learn, which occurs when students cannot capture the significance of learning with their future prospects [1].This is the factor that inhibition for human resources development to bear society on is concerned about, and it is the social problem that a continuous and comprehensive action is required.Especially, in the approach for solving this problem from a higher education field, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has started the construction of a lifelong learning society based on the philosophy of "independence," "collaboration," "creation."[2].Above all, active learning which is independent and collaborative is recommended for the structuring of new processes to improve the conventional educational process [3].Active learning is a generic term of teaching / learning methods which incorporates learner participation.This is different from oneway lecture style by teachers.The basic feature of active learning is that the students' action requires students' think-ing.The purpose of learning is not limited to the accumulation of knowledge.Knowledge is acquired by performing knowledge and skills.
At least 30 types of active learning can be seen currently.In particular, the majority of the classified methods are occupied by group work activities in which small groups are formed.Since these activities require students' independence, most of them are placed in the learning that diversity is respected.Therefore, it is expected to form students' subjectivity, cooperativeness, thinking skills, and expressiveness by active learning.In group work activities it is reported that at the universities, basic skills for the members of a society is trained [4] and the improvement of their presentation skill [5] were recognized.Learning effects in professional areas such as nursing science and nursing care welfare are also reported [6].However, in the study on the learning effects of group work activities by Mr. Maeda et al., the influence on the learning effects from the disparity between the organized groups is pointed out [7].Group work activities are considered to have an adverse effect on progress and achievement of activities if the members of the group have disproportion in abilities and characteristics.When this drawback is improved, the performance exerted by the organized group is balanced.As a result, it is expected that the subjective and collaborative growth of stu- FAA is obtained the mean value of abilities of the population by prior questionnaire and is method to calculate the value of abilities of the group from that mean value, and to organize the group.Since this method is an organization ( % , .12 The number r means the members constituting each group generated by organization and the number of groups 3 = % 4 ⁄ are determined, and all combinations organized under the condition are calculated.The value of abilities of each index of the group whose group members are {6 2 , ⋯ , 6 7 } is the sum ∑ .∈{. : ,⋯,.; } aj (i) of the group members' values.The formation is determined so that the difference between the value of abilities of each group and the mean value of abilities of the class is minimized.At this time, the difference is obtained by the following equation: <6== {. : ,⋯,.; } = > + ' 2 (.) .∈{. : ,⋯,.; } − 4' 2 @@@ > B + > + ' B (.) .∈{. : ,⋯,.; } − 4' B @@@ > B + ⋯ + > + ' D (.) .∈{. : ,⋯,.; } − 4' D @@@ > B (2)       dents as a whole will be achieved by applying group work activities.

Confirmed organization methods
In this research, "Formation of Abilities Averaging (FAA)" was proposed as a model of the method of organization to complement a group in consideration of personal characteristics and abilities and aimed at deployment to educational institutions.In order to establish the learning effects which is not influenced by the field of study, the learning effects of several methods of organization including FAA were compared.In particular, a questionnaire survey was conducted on students' learning awareness by group work activities for students belonging to national institute of technology (KOSEN), and students' changes in consciousness by different methods of organization were evaluated.

Organization methods 2.1 Formation of Abilities Averaging (FAA)
FAA is obtained the mean value of abilities of the population by prior questionnaire and is method to calculate the value of abilities of the group from that mean value, and to organize the group.Since this method is an organization based on a mathematical model, it has the flexibly to respond to the variation of the condition of organization.In this research, the value of abilities of the group was assumed to be the performance to be exhibited by the group, and FAA was introduced to balance the value of abilities.
Fig. 1 shows the flowchart of FAA.More than two arbitrary indices are determined by a faculty in order to organize n students into a group.The number of indices is κ.Students are numbered, and their set is {1, • • • , n}.The value of abilities a (i)  j is an index (No.j) of the student (No. i). a (i) j is aggregated from the prior questionnaire, and the mean value of abilities of the class in each index is obtained.The number r means the members constituting each group generated by organization and the number of groups l = n/r are determined, and all combinations organized under the condition are calculated.The value of abilities of each index of the group whose group members are {i 1 , j of the group members' values.The formation is determined so that the difference between the value of abilities of each group and the mean value of abilities of the class is minimized.At this time, the difference is obtained by the following equation: divided into two, random sampling and purposive selection.

Confirmed organization methods
(Although multistage extraction is originally random sampling, considering that simple Weber method corresponds to multistage extraction, it is classified as purposive selection in the table.)Characteristics are evaluated from convenience, flexibility, fairness and reproducibility.The point of convenience is the time required for organization and the less burden on the procedure.Flexibility is the availability to which multiple combinations of organization are applied for large number of people.Fairness has neither bias on extraction nor significance.Reproducibility indicates whether the same performance of the groups can be obtained as before when applying the same method again.Usually, random sampling is superior in convenience, but the reproducibility on the results of group work activities are not expected.Therefore, the organization concerning attendance numbers and seating orders performed in the classroom during active learning is included in random sampling.On the other hand, although purposive selection is inferior in convenience, it is possible to organize according to purpose of the activity.From the reasons above, when emphasis is placed on the reproducibility of results in group work activities, the formation of Five Factors & Stress theory was judged to be suitable for comparison in this experiment.

Formation of Five Factors & Stress theory (FFFS)
Five Factors & Stress theory (FFS), proposed by Mr. Kobayashi, is based on psychology and is used to create the appropriate organization of the right person in the right place [8].The character of each person is digitized by the strength of Five Factors and Stress and it is classified into plural types defined by FFS.80 questions prepared beforehand (30 questions in simplified version) are answered to decide the group members.Each question is associated with each of the five factors, and responses are scored and aggregated for each of the five factors.Table 2 lists the five factors based on characteristics of thought and behavior [8] [9].Each factor is set according to the characteristics of thought and behavior.Everyone has different factor, and a personal characteristic is formed by action of the factor.When specific factor works excessively, influence by the factor is caused by the good and bad points of the person.After aggregating the questions, the type of the target is classified by factors that marked high scores.
Fig. 2 shows the distribution of four typical types classified by FFS [9].The factors affecting to the person are not limited to a single factor, so classification by summation is !! Have determination, strength of mind, sense of mission,•and ability to take action.
!!An action makes an inner enemy needlessly and it is more likely to be forced to independence.

Management (ML)
!! In the case of a profit organization, reduction in cost attracts attention and adjusts it by this type, and an organization is maintained.

Tag Board (TG)
!! The flow of a new society is inferred from latest fragmentary information, and success can be achieved quickly without risk.
!! It is more likely to be distracted by new challenges than organization maintenance.

Anchor (AN)
!! The work is carried out faithfully and steadily to instructions and orders by the values and authoritative consciousness formed to date.
!! It is negative to lead people.
istribution of four typical types classified by Table 3 lists the four typical types classified by FFS [9].Since FFS is useful for the organization of project teams in business, the characteristics of business suitable for the type are indicated.Therefore, an efficient system of business is constructed by adjusting the type of employees who belong to the team.

Experimental method 3.1 Group work activities
In order to investigate the change of the students' learning consciousness by organization methods of group, the group work activities were introduced to a actual class.In addition, three types of experiments were conducted.As the experiment was re-  From June 2017 to July 2017 <Organization methods> Among the three experiments, the second and third experiments were set up with different conditions for each of the three classes, and the groups were organized.
Table 4 lists the organization methods of the group.Formation of the seat order (FSO) is the grouping of almost random sampling in which all groups are formed according to the seating arrangement.In the FFFS, the students were classified into four types (LM, ML, TG, AN), and the homogeneous type emphasizing efficiency and the complementary type emphasizing creativity were organized [10].In addition, the indices of FAA were as follows, α 1 : motivation to learn, α 2 : leadership ability, α 3 : communication ability.
The number of constituent members of each group was set to 4, and the number of groups was set to 10 for 40 people in one class.In addition, there were only 39 people in Class B, and a group of 3 members was organized as one group.In Class A, there was one absentee at the first lesson, and Class B was one less than other classes, hence 9 groups were organized by FSO.In the organization of homogeneous type by FFFS, the condition was set when all the types belonging to the group were accorded, and 8 groups were organized.The breakdown of the group was two LM types, three ML types, one TG type and two AN types.On the other hand, in the organization of complementary type by FFFS, the condition was set when all the types belonging to the group were not accorded, and 5 groups were organized for both Class B and C. In FAA, two groups with a large difference between the value of abilities of the group and the mean value of abilities of the class were excluded, and 8 groups were organized.
In all group work activities, the role shared in the group was chair person, secretary, speaker / achievement presenter, and timekeeper.In addition, these roles within the group were designated in Class C, which organizing groups using FFFS, FAA.

<Form of Lecture>
The form of lectures were group work activities of investigative learning based on Think-Pair-Share [11] proposed to Lyman, FT.Think-Pair-Share is one of active learning methods, and personal opinion is shared with the others to deepen understanding by responding to teacher's questions [12].In addition, gradual group work activities by individuals, pairs, groups is done.In the second half of class hours, the opinions expressed in group work activities were presented by the representatives of each group.Since the lecture time is as short as 90 minutes, group work activities were done without pair work after personal learning in this experiment.

Survey method
As for survey of students' consciousness, questionnaire was done at the end of each lesson.The investigation method is shown below.<Survey method> Fig. 3 shows the contents of the questionnaire.Each question was set about their basic interests in and comprehension of learning content, retrospective of group work activities and motivation after learning.In particular, the contents such as subjectivity, communication skills, role sharing and motivation was accorded to the significance of group work activities [13].Therefore, when a high score is confirmed in these question contents, group work activities functions normally, and it is thought that the high effects of the organization method were obtained.The questionnaire was answered by the students after group work activities.At this time, only Q6 was regarded as a selective answer.For  group work activities [13] .Therefore, when a high score is confirmed in these question contents, group work activities functions normally, and it is thought that the high effects of the organization method were obtained.The questionnaire was answered by the students after group work activities.At this time, only Q6 was regarded as a selective answer.For other questions, Visual Analogue Scale (VAS) was used in answering.VAS is a tool to evaluate subjective pain and psychological condition quantitatively.In addition, compared to Likert Scale which is frequently used for questionnaires, it is unnecessary to consider individual differences due to the interval between scales, so that it is possible to respond to individual subjectivity more intuitively.Examples of introduction were confirmed in the field of education [14] , and it was adopted as a method to investigate students' subjectivity.
Figure 4 shows Visual Analogue Scale [15] .The question is answered by a 100 mm straight line with the minimum at the left end and the maximum index at the right end.The sense of the respondent is represented visually by writing "x" at the position corresponding to the degree of the current index.In the analysis, the length from the left end, being the minimum value to "x" is measured, and the measured value is scored.When this score is 7 or more, it corresponds to that index and the validity is guaranteed [15] .<Aggregation method> In the aggregation, a histogram was used to compare the range of the students' consciousness.The measured value answered by VAS was judged to correspond to the index by observation of 70 mm or more.

<Ethical considerations>
Before the survey, students were informed that the questionnaire would not be anonymous, that the answers would be used only for the research, that personal information would not be identifiable from the published statistical data, and that the answers of the questionnaire would not affect their grading.Answering the questionnaire was taken as consent to cooperate with the study.

Survey results
Here, the results of the questionnaire survey are shown on the questionnaire item "Q10.Do you want to further investigate the contents taken up in this class in the future?" Figure 5 shows the questionnaire results for each class.The first group work activity was defined as the FSO and the mode of Class A was confirmed in the class of 45 to 50.The mode was confirmed in the Class B of 50 to 55 and the Class C of 55 to 60.The number of people who corresponded to the question was 3 students in Class A, 8 in Class B, and 10 in Class C.
In the second activity, FFFS was defined to all classes.The mode of Class A organized into the homogeneous type by FFFS became 30 to 35 and largely decreased from FSO of random sampling.In Class B and C organized into the complementary type by FFFS, the change that was more remarkable than FSO was not confirmed.The number of people who corresponded to the question was 4 students in Class A, 6 in Class B, and 8 in Class C.
In the third activity, FAA was defined to all classes.There were no outstanding results in the questionnaire for Class A and B, and there was no difference in the distribution of classes compared with the initial FSO.On the other hand, in Class C, there were about two respondents in the ranks from 0 to 10.However, overall it was rated highly and the mode rose in comparison with FSO.The number of people who corresponded to the question was 5 students in Class A, 9 in Class B, and 14 in Class C.

Discussion
In the group work activities, it was paid attention to a effect on students' willingness to learn by difference in organization methods of the group.In addition, sign test was adopted in FSO and FFFS, comparison of FSO and FAA.In the sign test, the superiority or inferiority of the data is discriminated with respect to two corresponding specimens.Therefore, the students in the group shown in Table 4 were tested.
Table 5 lists the characteristics of the organization of the homogeneous type by Five Factors & Stress theory [10] .In the homogeneous type of LM, ML, and AN type, the viewpoint of the whole group is activated toward the purpose by cooperation among members.In addition, in that organization of TG type, the TG type's peculiar idea interacts each other, and as a result, it is activated toward the purpose of the group.In the FFFS of this experiment, an overall low evaluation of Class A was confirmed.Class A was organized into the homogeneous type, compared to Class B and C which were organized into the complementary type by FFFS.In comparison with FSO, the number of respondents who responded poorly increased and no significant difference by sign test was confirmed.Although the group work activities of this time were short-term activity, it is possible that the developmental nature of the discussion became poor and the group work activities of the expected progress were not done.In the activities during the experiment, it was confirmed that there was more active discussion among groups mixed with multiple types organized by surplus personnel in organization than group organized in the homogeneous type.In addition, the evaluation of Class B and C organized into the complementary type was not superior compared to each FSO, and no significant difference by sign test was confirmed.FFS is a method mainly used for organizing project teams of companies, and the activities after organization are aimed at profit creation and profit pursuit.Therefore, the roles of individuals within the team are clear, and that team is in an environment where responsibility and Fig. 4. Visual Analogue Scale [15] .other questions, Visual Analogue Scale (VAS) was used in answering.VAS is a tool to evaluate subjective pain and psychological condition quantitatively.In addition, compared to Likert Scale which is frequently used for questionnaires, it is unnecessary to consider individual differences due to the interval between scales, so that it is possible to respond to individual subjectivity more intuitively.Examples of introduction were confirmed in the field of education [14], and it was adopted as a method to investigate students' subjectivity.Fig. 4 shows Visual Analogue Scale [15].The question is answered by a 100 mm straight line with the minimum at the left end and the maximum index at the right end.The sense of the respondent is represented visually by writing "x" at the position corresponding to the degree of the current index.In the analysis, the length from the left end, being the minimum value to "x" is measured, and the measured value is scored.When this score is 7 or more, it corresponds to that index and the validity is guaranteed [15].<Aggregation method> In the aggregation, a histogram was used to compare the range of the students' consciousness.The measured value answered by VAS was judged to correspond to the index by observation of 70 mm or more.<Ethical considerations> Before the survey, students were informed that the questionnaire would not be anonymous, that the answers would be used only for the research, that personal information would not be identifiable from the published statistical data, and that the answers of the questionnaire would not affect their grading.Answering the questionnaire was taken as consent to cooperate with the study.

Survey results
Here, the results of the questionnaire survey are shown on the questionnaire item "Q10.Do you want to further investigate the contents taken up in this class in the future?"Fig. 5 shows the questionnaire results for each class.The first group work activity was defined as the FSO and the mode of Class A was confirmed in the class of 45 to 50.The mode was confirmed in the Class B of 50 to 55 and the Class C of 55 to 60.The number of people who corresponded to the question was 3 students in Class A, 8 in Class B, and 10 in Class C.
In the second activity, FFFS was defined to all classes.The mode of Class A organized into the homogeneous type by FFFS became 30 to 35 and largely decreased from FSO of random sampling.In Class B and C organized into the complementary type by FFFS, the change that was more remarkable than FSO was not confirmed.The number of people who corresponded to the question was 4 students in Class A, 6 in Class B, and 8 in Class C.
In the third activity, FAA was defined to all classes.There were no outstanding results in the questionnaire for Class A and B, and there was no difference in the distribution of classes compared with the initial FSO.On the other hand, in Class C, there were about two respondents in the ranks from 0 to 10.However, overall it was rated highly and the mode rose in comparison with FSO.The number of people who corresponded to the question was 5 students in Class A, 9 in Class B, and 14 in Class C.

Discussion
In the group work activities, it was paid attention to a effect on students' willingness to learn by difference in organization methods of the group.In addition, sign test was adopted in FSO and FFFS, comparison of FSO and FAA.In the sign test, the superiority or inferiority of the data is discriminated with respect to two corresponding specimens.Therefore, the students in the group shown in Table 4 were tested.
Table 5 lists the characteristics of the organization of the homogeneous type by Five Factors & Stress theory [10].In the homogeneous type of LM, ML, and AN type, the viewpoint of the whole group is activated toward the purpose by cooperation among members.In addition, in that organization of TG type, the TG type's peculiar idea interacts each other, and as a result, it is activated toward the purpose of the group.In the FFFS of this experiment, an overall low evaluation of Class A was confirmed.Class A was organized into the homogeneous type, compared to Class B and C which were organized into the complementary type by FFFS.In comparison with FSO, the number of respondents who responded poorly increased and no significant difference by sign test was confirmed.Although the group work activities of this time were short-term activity, it is possible that the developmental nature of the discussion became poor and the group work activities of the expected progress were not done.In the activities during the experiment, it was confirmed that there was more active discussion among groups mixed with multiple types organized by surplus personnel in organization than group organized in the homogeneous type.In addition, the evaluation of Class B and C organized into the complementary type was not superior compared to each FSO, and no significant difference by sign test was confirmed.FFS is a method mainly used for organizing project teams of companies, and the activities after organization are aimed at profit creation and profit pursuit.Therefore, the roles of individuals within the team are clear, and that team is in an environment where responsibility and results are required.Fig. 6 shows the relationship between stress and efficiency [8].In the state of eustress where the stress is appropriate amount, efficiency is the highest.On the other hand, efficiency is lowered in hyper stress and under stress.In addition, in Yerkes-Dodson's law [16], motivation that gives a moderate burden to raise and maintain performance is required.The subject of this experiment is student, and there is little burden of being required    [mm]

Corresponding range
Table 5. Characteristics of the organization of the homogeneous type by Five Factors & Stress theory [10] .

Homogeneous group Characteristic
1) In the group, good relations are easy to be built and the introduction of the argument is early.
2) Efficiency at the beginning of work is high.
3) Long-term activities tend to be poorly developed.results are required.Figure 6 shows the relationship between stress and efficiency [8] .In the state of eustress where the stress is appropriate amount, efficiency is the highest.On the other hand, efficiency is lowered in hyper stress and under stress.In addition, in Yerkes-Dodson's law [16] , motivation that gives a moderate burden to raise and maintain performance is required.The subject of this experiment is student, and there is little burden of being required for responsibility and results when the purpose is learning.Therefore, it is thought that a role of the homogeneous type and the complementary type by FFFS was exerted enough neither.
In the FAA, a high score of the questionnaire of Class C that specified the role was confirmed compared with Class A and B. In comparison with each class FSO, neither Class A nor Class B had a distinct advantage, and no significant difference by sign test was confirmed.On the other hand, in the sign test for Class C, a significant difference was confirmed in FAA's response compared to FSO.In other words, the group work activities of FAA increased students' motivation for learning rather than FSO, suggesting an increase in the number of students who felt they wanted to keep on actively self-studying the content of the lesson.In Class C, the roles are designated when organizing the group, it takes less time for students to understand their roles, smooth group work activities are observed than other classes, and it is thought that the motivation for learning has been improved.
Figure 7 shows the ratio of type by FFS in each class.Looking at the classification result, a certain number of students classified as ML type and AN type in all classes is confirmed as 25 to 44%.However, the LM type students whose role is leader, is lower than the students of ML and AN types, and the person of ideas TG type students are confirmed to be even more rare.Considering this data, the number of groups organized by FFFS and FAA were compared.8 groups of the homogeneous type and 5 groups of the complementary type were organized by FFFS.On the other hand, the 8 groups were organized by FAA.In FFFS, the imbalance of type in the population affects the number of groups that can be organized, and the number of groups that become complete complementary type is limited.However, in FAA, the number of groups which are not currently averaged can be a small number, and in this experiment 80% of the total was averaged.From this, it is suggested that FAA is highly versatile as it is calculated based on the mean value of the population, and is effective as a method of balancing performance between groups.In addition, averaging the abilities of all groups to be organized is a future consideration.(In this experiment, since the effective width of VAS is not taken into consideration, and consideration of the effective width by simultaneous measurement of multiple psychometric methods is required for more reliable assessment.) In the national institute of technology (KOSEN), where students are specializing in industry, history is included in general studies to acquire culture.Therefore, less time is required for lessons compared to practical training and experiments to master skills.However, in the group work activities with history class as a model, the effectiveness was confirmed in students' willingness to learn by FAA's role designation.From this, it is expected to enhance students' motivation for learning by applying this method to their majors and practical training.

Conclusions
Fig. 6.Relationship between stress and efficiency [8] .results are required.Figure 6 shows the relationship between stress and efficiency [8] .In the state of eustress where the stress is appropriate amount, efficiency is the highest.On the other hand, efficiency is lowered in hyper stress and under stress.In addition, in Yerkes-Dodson's law [16] , motivation that gives a moderate burden to raise and maintain performance is required.The subject of this experiment is student, and there is little burden of being required for responsibility and results when the purpose is learning.Therefore, it is thought that a role of the homogeneous type and the complementary type by FFFS was exerted enough neither.

Efficiency
In the FAA, a high score of the questionnaire of Class C that specified the role was confirmed compared with Class A and B. In comparison with each class FSO, neither Class A nor Class B had a distinct advantage, and no significant difference by sign test was confirmed.On the other hand, in the sign test for Class C, a significant difference was confirmed in FAA's response compared to FSO.In other words, the group work activities of FAA increased students' motivation for learning rather than FSO, suggesting an increase in the number of students who felt they wanted to keep on actively self-studying the content of the lesson.In Class C, the roles are designated when organizing the group, it takes less time for students to understand their roles, smooth group work activities are observed than other classes, and it is thought that the motivation for learning has been improved.
Figure 7 shows the ratio of type by FFS in each class.Looking at the classification result, a certain number of students classified as ML type and AN type in all classes is confirmed as 25 to 44%.However, the LM type students whose role is leader, is lower than the students of ML and AN types, and the person of ideas TG type students are confirmed to be even more rare.Considering this data, the number of groups organized by FFFS and FAA were compared.8 groups of the homogeneous type and 5 groups of the complementary type were organized by FFFS.On the other hand, the 8 groups were organized by FAA.In FFFS, the imbalance of type in the population affects the number of groups that can be organized, and the number of groups that become complete complementary type is limited.However, in FAA, the number of groups which are not currently averaged can be a small number, and in this experiment 80% of the total was averaged.From this, it is suggested that FAA is highly versatile as it is calculated based on the mean value of the population, and is effective as a method of balancing performance between groups.In addition, averaging the abilities of all groups to be organized is a future consideration.(In this experiment, since the effective width of VAS is not taken into consideration, and consideration of the effective width by simultaneous measurement of multiple psychometric methods is required for more reliable assessment.) In the national institute of technology (KOSEN), where students are specializing in industry, history is included in general studies to acquire culture.Therefore, less time is required for lessons compared to practical training and experiments to master skills.However, in the group work activities with history class as a model, the effectiveness was confirmed in students' willingness to learn by FAA's role designation.From this, it is expected to enhance students' motivation for learning by applying this method to their majors and practical training.

Conclusions
Fig. 6.Relationship between stress and efficiency [8] .A nor Class B had a distinct advantage, and no significant difference by sign test was confirmed.On the other hand, in the sign test for Class C, a significant difference was confirmed in FAA's response compared to FSO.In other words, the group work activities of FAA increased students' motivation for learning rather than FSO, suggesting an increase in the number of students who felt they wanted to keep on actively self-studying the content of the lesson.In Class C, the roles are designated when organizing the group, it takes less time for students to understand their roles, smooth group work activities are observed than other classes, and it is thought that the motivation for learning has been improved.Fig. 7 shows the ratio of type by FFS in each class.Looking at the classification result, a certain number of students classified as ML type and AN type in all classes is con-firmed as 25 to 44%.However, the LM type students whose role is leader, is lower than the students of ML and AN types, and the person of ideas TG type students are confirmed to be even more rare.Considering this data, the number of groups organized by FFFS and FAA were compared.8 groups of the homogeneous type and 5 groups of the complementary type were organized by FFFS.On the other hand, the 8 groups were organized by FAA.In FFFS, the imbalance of type in the population affects the number of groups that can be organized, and the number of groups that become complete complementary type is limited.However, in FAA, the number of groups which are not currently averaged can be a small number, and in this experiment 80% of the total was averaged.From this, it is suggested that FAA is highly versatile as it is calculated based on the mean value of the population, and is effective as a method of balancing performance between groups.In addition, averaging the abilities of all groups to be organized is a future consideration.(In this experiment, since the effective width of VAS is not taken into consideration, and consideration of the effective width by simultaneous measurement of multiple psychometric methods is required for more reliable assessment.)

Efficiency
In the national institute of technology (KOSEN), where students are specializing in industry, history is included in general studies to acquire culture.Therefore, less time is required for lessons compared to practical training and experiments to master skills.However, in the group work activities with history class as a model, the effectiveness was confirmed in students' willingness to learn by FAA's role designation.From this, it is expected to enhance students' motivation for learning by applying this method to their majors and practical training.

Conclusions
Questionnaires was researched on the students' learning awareness by group work activities for students of the national institute of technology (KOSEN) and evaluated a change of the consciousness by different organization methods.A summary of the results obtained is given below.(1) In organization of the complementary type, FAA which can manipulate a parameter than FFFS is higher in versatility.
(2) In FAA, by designating the role of group work activities, the effect of improving student willingness to learn was confirmed.(3) To put the full-scale of FAA to practical use, it is necessary to invent an algorithm that can average the values of all groups, and it is a subject for future analysis.

Figure 3 :
Fig. 3. Contents of the questionnaire.Figure 3: Contents of the questionnaire.

Figure 5 :
Figure 5: Questionnaire results for each class.
for responsibility and results when the purpose is learning.Therefore, it is thought that a role of the homogeneous type and the complementary type by FFFS was exerted enough neither.In the FAA, a high score of the questionnaire of Class C that specified the role was confirmed compared with Class A and B. In comparison with each class FSO, neither Class IIAE Journal, Vol.7, No.2, 2019 Proposal and Evaluation on Formation of Abilities Averaging for Effective Active Learning 57 Proposal and Evaluation on FAA for Effective Active Learning (Kodai Saito et al.) IIAE Journal, Vol.1, No.1, 2013

Fig. 7 .
Fig. 7. Ratio of type by FFS in each class.

Table 1 lists
the characteristic development of organization methods of a group.Eight kinds of organization methods were

Table 1 :
Characteristic development of organization methods of a group.

Table 1 .
Characteristic development of organization methods of a group.

Table 3 .
Four typical types classified by FFS .

Table 4 :
Organization methods of the group.

Table 4 .
Organization methods of the group.