JP7838424B2 - Questionnaire analysis system, method, and program - Google Patents

Description

This disclosure relates to information processing, and in particular, to a technology for visualizing the results of survey analysis.

It is requested that schools use the results of surveys to understand students' environment, habits, and attitudes, and utilize this information in their educational policies. Such educational policies include aspects of school management, classroom management, bullying prevention, and teacher allocation.

Regarding the technology for displaying the results of survey analysis, for example, Japanese Patent Publication No. 2005-352620 (Patent Document 1) states that "Figure 4(b) shows the state in which the relationship between the responses to survey questions obtained from multiple students taking a class, analyzed by the fifth judgment processing unit, and the responses obtained from teachers who taught the class to those students regarding related survey questions, is displayed as an image on a CRT, which is the information output unit of a computer" (see paragraph 0034), and describes the radar chart in Figure 4(b).

Japanese Patent Publication No. 2005-352620

A radar chart shows the evaluation value of each question as points on axes radiating from a central point, corresponding to each question in the questionnaire. The evaluation value of each question is indicated by the distance from the central point to the corresponding point on the axis. Connecting the evaluation points on the axis with straight lines forms a polygon. This type of radar chart, visualized as a polygon, supports an intuitive understanding of the overall evaluation and individual evaluation values through the size and shape (angles, distortions, etc.) of the polygon. However, simply looking at individual radar charts did not easily allow for a grasp of the overall characteristics of the evaluation.

This disclosure is made in light of the above-mentioned background and aims to provide a technology that makes it easy to grasp the overall characteristics of the evaluation of responses to multiple questions in a questionnaire.

The questionnaire analysis system disclosed herein includes means for quantitatively evaluating students' responses to each of the multiple questions constituting the questionnaire according to predetermined criteria and obtaining evaluation values that indicate the evaluation results, wherein the predetermined criteria are set such that a higher evaluation value for a response to a question indicates a higher evaluation of that response. The questionnaire analysis system further includes means for obtaining representative values from the evaluation values of students' responses to each of the multiple questions, and obtaining the variability of the evaluation values of the students' responses to each question , and means for generating graphical data that visualizes a coordinate system having a first coordinate axis with the representative value of the evaluation value as a parameter and a second coordinate axis with the variability as a parameter, where the pairs of representative values and variability of the evaluation values obtained by the acquisition means are plotted.

The aforementioned questionnaire analysis system manages students by group to which they belong, and the means of obtaining data for each group include obtaining a representative evaluation value that represents the representative value of the evaluation value of each student belonging to that group, and a representative variability that shows a value that represents the variability of the evaluation value of each student, and the plotted pairs include representative pairs that show the pairs of representative evaluation values and representative variability obtained for each group.

In the aforementioned survey analysis system, a group is defined as at least one of the following: a class consisting of multiple students, a grade level containing multiple classes, a school containing multiple grade levels, or a municipality containing multiple schools.

The aforementioned survey analysis system manages multiple groups in a hierarchical structure. These groups include a class group containing multiple classes, a grade group (a higher level above the class group) containing multiple grades, a school group (a higher level above the grade group) containing multiple schools, and a municipality group (a higher level above the school group) containing multiple municipalities.

The aforementioned survey analysis system further includes means for receiving user input to the survey analysis system, and the group corresponding to the aforementioned representative group includes a group specified by the user from among multiple groups.

The aforementioned survey analysis system comprises means for selecting one group from a group of groups at one layer of the hierarchical structure, and means for selecting one group from a group of groups at a lower layer than the first layer. The plotted representative sets include representative sets corresponding to each group included in the selected group.

The means for acquiring the above-described questionnaire analysis system further includes acquiring the time the questionnaire was administered, and the means for generating graphical data further includes means for generating graphical data that visualizes a coordinate system in which corresponding sets of students or corresponding representative sets of the same group, obtained for the questionnaire, are plotted in relation to the passage of time the questionnaire was administered.

The means for generating graphical data in the aforementioned questionnaire analysis system further includes means for generating graphical data that visualizes radar charts representing evaluation values for the answers to each question constituting the questionnaire, corresponding to a specified set of plotted sets in a coordinate system.

In the aforementioned questionnaire analysis system, the designated groups include groups corresponding to the same student where the representative value or variability of the evaluation values constituting the group shows a large change over time, or representative groups corresponding to the same group where the representative evaluation value or representative variability constituting the representative group shows a large change over time.

The aforementioned questionnaire analysis system includes graphical data that visualizes the direction and magnitude of displacement.

In the above-described questionnaire analysis system, the coordinate system includes a two-dimensional coordinate plane, and the graphical data further includes quadrant graphical data that visualizes the two-dimensional coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions within the two-dimensional coordinate plane. The predetermined coordinate positions include coordinate positions indicated by coordinate values corresponding to representative evaluation values constituting representative sets plotted within the two-dimensional coordinate plane, and coordinate values corresponding to representative variability constituting said representative sets.

The above-described questionnaire analysis system manages multiple groups in a hierarchical structure, and the multiple groups managed in a hierarchical structure include at least two of the following: a class group containing multiple classes composed of multiple students; a grade group that is a higher-level group of the class group and contains multiple grades composed of one or more classes; a school group that is a higher-level group of the grade group and contains multiple schools composed of multiple grades; and a municipality group that is a higher-level group of the school group and consists of multiple schools. The above-described predetermined coordinate position further includes a coordinate position that is a higher-level group than the hierarchy of one group corresponding to multiple representative sets plotted on a two-dimensional coordinate plane, and is indicated by coordinate values corresponding to values that represent multiple representative evaluation values that constitute multiple representative sets obtained for the higher - level group that includes the one group, and coordinate values that represent values that represent multiple representative variability that constitute the multiple representative sets.

In the aforementioned questionnaire analysis system, the quadrant graphical data includes graphical data that visualizes one or more quadrants out of the four quadrants in a manner that distinguishes them from the other quadrants, where the parameter for the representative value of the evaluation value on the first coordinate axis shows a first range, and the parameter for the variability on the second coordinate axis shows a second range.

The computer-based method relating to this disclosure comprises the steps of: quantitatively evaluating a student's response to each of a group of questions constituting a questionnaire according to predetermined criteria and obtaining an evaluation value indicating the evaluation result, wherein the predetermined criteria are set such that a higher evaluation value for a response to a question indicates a higher evaluation of that response. The method further comprises the steps of: the computer obtaining a representative value from the evaluation values of the students' responses to each of the group of questions , and obtaining the variability of the evaluation values of the students' responses to each question; and the computer generating graphical data that visualizes a coordinate system having a first coordinate axis with the representative value of the evaluation value as a parameter and a second coordinate axis with the variability as a parameter, wherein the pair of representative value and variability of the evaluation value obtained in the acquisition step is plotted in the coordinate system.

The program relating to this disclosure is a program for causing a computer to execute a method , the method comprising the steps of quantitatively evaluating a student's response to each of a plurality of questions constituting a questionnaire according to predetermined criteria and obtaining an evaluation value indicating the evaluation result, wherein the predetermined criteria are set such that a higher evaluation value for a response to a question indicates a higher evaluation of the response to that question, the method further comprising the steps of obtaining a representative value from the evaluation values of the student's response to each of the plurality of questions, and obtaining the variability of the evaluation values of the student's response to each question, and generating graphical data that visualizes a coordinate system having a first coordinate axis with the representative value of the evaluation value as a parameter and a second coordinate axis with the variability as a parameter, on which the obtained pairs of representative value and variability of the evaluation value are plotted.

This disclosure provides graphical data in which pairs of evaluation values and their variability for each question in a questionnaire are plotted and visualized in a coordinate system having first and second coordinate axes, each parameterizing the evaluation value magnitude and variability, respectively. From this visualized coordinate system, the overall characteristics of the evaluations for multiple questions in the questionnaire become easily visible and understandable.

This figure shows the schematic configuration of the network system to which the questionnaire analysis system according to this embodiment is provided. This figure shows the hardware configuration of the information processing device 300 according to this embodiment. This figure shows the hardware configuration of the terminal 200 according to this embodiment. This figure shows an example of the module configuration of the questionnaire analysis system according to this embodiment. This figure shows an example of questionnaire 10 according to this embodiment. This figure shows an example of a coordinate system according to this embodiment. This figure shows an example of a hierarchical structure according to this embodiment. This figure shows another example of the coordinate plane according to this embodiment. This figure shows another example of the coordinate plane according to this embodiment. This figure shows another example of the coordinate plane according to this embodiment. This figure shows an example of an alert output using the time-series changes in the distribution status according to this embodiment. This figure shows another example of alert output using the time-series changes in the distribution status according to this embodiment. This figure shows an example of a flowchart for the questionnaire analysis process according to this embodiment. This figure shows an example of a flowchart for the questionnaire analysis process according to this embodiment.

The embodiments and modifications according to the present invention will be described below with reference to the drawings. In the following description, identical parts and components are denoted by the same reference numerals. Their names and functions are also the same. Therefore, detailed descriptions of them will not be repeated. The embodiments and modifications described below may be combined selectively as appropriate.

<System Configuration>
Figure 1 is a diagram illustrating the schematic configuration of a network system to which the questionnaire analysis system according to this embodiment is provided. Referring to Figure 1, the network system includes different devices that exchange information via the network 100. These devices include an information processing device 300 connected to the network 100 and one or more terminals 200 such as computers. The network 100 is configured by appropriately selecting from, for example, cables, optical fibers, wired or wireless LANs (Local Area Networks), wired or wireless WANs (Wide Area Networks), the Internet, etc.

The terminal 200 includes, for example, a general-purpose PC (Personal Computer), smartphone, or tablet. The terminal 200 collects the results of a questionnaire 10 administered to students, etc., and transfers the collected questionnaire results to the information processing device 300 via the network 100. The questionnaire 10 consists of, for example, multiple questions related to learning status; a specific example of the questionnaire 10 will be described later. The information processing device 300 is provided as a cloud server, such as a WAS (Web Application Server), but is not limited to a cloud server and may be provided as an on-premise server.

The information processing device 300 processes the survey results transferred from the terminal 200. For example, the students' responses to each of the multiple questions constituting the survey 10 are analyzed, and based on the analysis, the responses to each question are quantitatively evaluated according to predetermined criteria. The information processing device 300 generates graphical data for visualizing the pairs (combinations) of the magnitude of the evaluation value for each question and the variation in the evaluation values for each question, based on this analysis, on a coordinate plane. Specifically, the graphical data includes a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and graphical data for visualizing this coordinate system on which the acquired pairs of evaluation value magnitude and variation are plotted. The information processing device 300 or the terminal 200 controls the display based on the graphical data to display the image visualized by the graphical data on the display.

In this embodiment, the "magnitude of the evaluation value" described above is exemplified by the sum of the evaluation values for each question's answer, but it is not limited to this. For example, the magnitude of the evaluation value may be the average value of the evaluation values for each question's answer.

The target audience for Questionnaire 10 includes students who receive their learning environment from educational institutions, encompassing children, students (including working adults and non-working adults). While this embodiment exemplifies schools (elementary schools, junior high schools, high schools, universities, etc.) as educational institutions, it is not limited to these, and could also include, for example, cram schools, preparatory schools, vocational training schools, and specialized colleges. Furthermore, in this embodiment, the method by which students answer each question in Questionnaire 10 is described as students operating terminal 200 and inputting their answers into the terminal 200, but this is not limited to this method. For example, the answer could be provided by scanning handwritten responses from students using OCR (Optical Character Recognition/Reader). In this embodiment, users include administrators of the questionnaire analysis system and those who view and utilize the questionnaire results. Such users include students, teachers, and those involved in the operation and management of educational institutions.

Figure 2 shows the hardware configuration of the information processing device 300 according to this embodiment. Figure 3 shows the hardware configuration of the terminal 200 according to this embodiment.

Referring to Figure 2, the information processing device 300 includes a processor 301, a main memory 302 composed of volatile storage media such as ROM (Read Only Memory) and RAM (Random Access Memory), a communication interface 303 composed of a communication circuit including a NIC (Network Interface Card), a storage device 304 composed of a non-volatile recording medium such as an HDD (Hard Disk Drive) and SSD (Solid State Drive), an input interface 305 for connecting user-operable input devices such as a keyboard and mouse 305A, a display interface 306 for connecting a display 306A, and an optical drive 307 on which an optical disc 307A, an example of a recording medium, is detachably mounted. These components are connected to each other so as to be able to communicate via an internal bus 319. The input interface 305 accepts user operations to the information processing device 300 via the input device 305A. The display interface 306 includes a driver circuit that drives the display 306A based on image data such as graphical data to display an image. The input device 305A and the display 306A may be integrated together to form a touch panel 309.

The storage device 304 stores software and data that are read and executed by the processor 301. This software includes a system program 310, which contains the OS (Operating System), and application programs. The application programs include a survey collection program 315, a survey tabulation program 320, a survey analysis program 52 with a calculation program 53, a graphical program 57, and a web server program 56. The data includes a survey database 45 for storing the results of the survey 10, a grade database 58 for storing student grades, and hierarchical data 59. Details of the application programs and hierarchical data 59 will be described later.

The processor 301 performs various processes according to this embodiment by loading the program stored in the storage device 304 into the main memory 302 and executing it. The main memory 302 provides the work memory necessary for the processor 301 to execute the program. Details of the various processes performed by this program execution will be described later.

The communication interface 303 exchanges data and signals with the terminal 200 via the network 100. The optical drive 307 reads various programs (e.g., application programs) and data stored on an external storage medium, such as an optical disc 307A, and installs them into the storage device 304.

Referring to Figure 3, the terminal 200 includes a processor 11, a main memory 12 composed of volatile storage media such as ROM (Read Only Memory) and RAM (Random Access Memory), a communication interface 15 including a NIC for connecting to the network 100, an input interface 16 for connecting user-operable input devices such as a keyboard and mouse, a display interface 17 for connecting a display 17A, an optical drive 19 on which an optical disc 19A (an example of a recording medium) is detachably mounted, and a storage device 20 composed of a non-volatile recording medium such as an HDD (Hard Disk Drive) or SSD (Solid State Drive). These components are connected to each other via an internal bus 25 so as to be able to communicate with each other. The input interface 16 receives user operations to the terminal 200 via the input device 16A. The display interface 17 includes a driver circuit for driving the display 17A. The input device 16A and the display 17A may be provided as a touch panel 18 by being configured together as an integrated unit.

The storage device 20 stores a system program 21, including the OS, and application programs. The application programs include a GUI (Graphical User Interface) program 22 and a web browser 23. The processor 11 executes the programs stored in the storage device 20 by loading them into the main memory 12, thereby realizing various processes according to this embodiment. The main memory 12 provides the work memory necessary for the processor 11 to execute the programs. When executed, the GUI program 22 provides an environment that allows the user to interact with the terminal 200. When executed, the web browser 23 provides an environment that allows the user to view web pages provided by the web server of the information processing device 300.

The processor 11 in Figure 2 and the processor 301 in Figure 3 are composed of, for example, at least one integrated circuit. The integrated circuit is composed of, for example, at least one CPU, at least one ASIC (application-specific integrated circuit), at least one FPGA (field-programmable gate array), or a combination thereof. Furthermore, the external storage medium is not limited to optical discs 19A and 307A, but may be a USB (Universal Serial Bus) memory, SD card, CF (CompactFlash), or other storage medium. Also, the terminal 200 and the information processing device 300 may include an interface such as USB for connecting various devices such as external memory for outputting information and a printer.

The terminal 200 and information processing device 300 are shown as an example configuration in which the necessary programs are installed on the device via an optical drive, but the configuration is not limited to this; for example, the programs may be downloaded from other devices on the network 100.

Each program constituting the application program stored in the storage devices of terminal 200 and information processing device 300 may be provided not as a standalone program, but as part of any other program. In this case, processing according to this embodiment is realized in cooperation with any other program. Furthermore, some or all of the processing provided by such application programs may be implemented by dedicated hardware.

<Software Configuration>
Figure 4 shows an example of the module configuration of the questionnaire analysis system according to this embodiment. In this embodiment, the questionnaire analysis system is configured to include one or more modules. Modules can be implemented using any form of hardware, software, or a combination thereof. For example, a module can be configured by implementing one or more processors, controllers, hardware circuits such as ASICs and FPGAs, software including application programs, or other mechanisms.

The survey analysis system shown in Figure 4 includes a survey collection unit 30, a survey tabulation unit 31, a survey analysis unit 32, a graphical program 57, and a web server program 56, which are realized by the execution of each of these units. The survey analysis unit 32 includes a calculation unit 33, which is realized by the execution of a calculation program 53.

The questionnaire collection unit 30 collects questionnaire data 29 showing the students' answers to each question in the questionnaire 10. Specifically, the questionnaire collection unit 30 collects the questionnaire data 29, which is transferred from the terminal 200 and received via the communication interface 303, by storing it in the questionnaire DB 45. The method of collecting the questionnaire data 29 is not limited to a transfer method via the network 100. For example, the questionnaire data 29 may be collected by reading it from an optical disk 307A containing the questionnaire data using an optical drive 307. In this embodiment, the questionnaire 10 is administered to multiple students, and questionnaire data 29 corresponding to each student is collected, as well as school information 28 identifying the group to which the surveyed students belong. Details of the school information 28 will be described later.

The survey tabulation unit 31 quantitatively evaluates the responses to each question indicated in the corresponding survey data 29 stored in the survey database 45 for each student, using predetermined criteria, and stores the evaluation value 46, which indicates the evaluation result, in the survey database 45. These predetermined criteria are set so that a higher evaluation value for an answer indicates a higher evaluation of that answer to that question. Furthermore, the survey tabulation unit 31 acquires the time 47 indicating when the survey 10 was conducted and stores it in association with the evaluation value 46 of the survey 10.

The questionnaire analysis unit 32 analyzes the evaluation values 46 of the responses to each question in the questionnaire 10, which have been compiled by the questionnaire tabulation unit 31. The calculation unit 33 of the questionnaire analysis unit 32 calculates, based on the analysis results, the magnitude of the sum of the evaluation values for each question in the questionnaire 10 and the variability of the evaluation values for each question based on the analysis. In this embodiment, the variability is calculated as the standard deviation of the evaluation values for each question in the questionnaire 10. Thus, the questionnaire analysis unit 32 obtains the magnitude of the sum of the evaluation values for each question in the questionnaire 10 and the variability of the evaluation values for each question.

In this embodiment, the evaluation values for each question in the questionnaire 10, along with their total magnitude and variability, are acquired by the information processing device 300. However, they may also be acquired using the terminal 200. For example, the terminal 200 acquires information including these evaluation values, their total magnitude, and variability for the questionnaire 10, and transfers the acquired information to the information processing device 300. The information processing device 300 acquires this information by receiving the evaluation values, their total magnitude, and their variability from the terminal 200.

The graphical data generation unit 34 generates graphical data 38 based on the total magnitude and variability of the evaluation values obtained by the questionnaire analysis unit 32. Specifically, the graphical data generation unit 34 generates graphical data 38 for visualizing a coordinate system having a first coordinate axis parameterized by the total magnitude of the evaluation values and a second coordinate axis parameterized by the variability, where the obtained pairs of total magnitude and variability are plotted.

The Web server unit 35 generates a Web page 39 that includes images of graphical data 38 generated by the graphical data generation unit 34. The user views this generated Web page 39 via a Web browser. In this embodiment, the user views the Web page 39 using the Web browser 23 on the terminal 200. If the information processing device 300 is equipped with a Web browser, the user can view the Web page 39 using the Web browser on the information processing device 300.

Furthermore, the information processing device 300 receives the specification of the aggregation unit 36 and the display granularity 37. For example, the Web server unit 35 receives data from the terminal 200 specifying the aggregation unit 36 or the display granularity 37. The questionnaire analysis unit 32 performs analysis of the questionnaire data 29 based on these aggregation units 36 and display granularity 37, and based on the analysis, obtains information including the evaluation value of the answers to each question, the magnitude of the total, and the variability. The graphical data generation unit 34 generates graphical data 38 based on the obtained information. Details of the coordinate system visualized by the analysis based on these aggregation units 36 and display granularity 37 and the graphical data 38 will be described later.

<Survey 10>
Figure 5 shows an example of a questionnaire 10 according to this embodiment. The questionnaire 10 includes a plurality of items 8 for evaluating the student's learning situation and one or more questions 9 corresponding to each item 8. The items 8 include, for example, items such as the student's basic lifestyle habits and learning methods. The types of questions 9 that make up the questionnaire 10 are independent of each other and do not overlap. Furthermore, such independence includes the fact that there is no relationship in which the next question changes depending on the answer to a certain question 9. The answers to each question 9 of the questionnaire 10 are included in the questionnaire data 29 described above.

The response format for each question 9 in Questionnaire 10 may be either a free-response format or a multiple-choice format. In the multiple-choice format, question 9 is a question in which the respondent selects an answer from, for example, a number from 1 to 10. The Questionnaire tabulation unit 31 determines the evaluation value 46 based on the number selected as the answer. For example, if "10" is selected as the answer, the evaluation value 46 of the answer will be high; conversely, if "1" is selected, the evaluation value 46 will be low; and if an average number (5 or 6) is selected, the evaluation value 46 will be an average value. The answer choices for each question are standardized, for example, from 1 to 10, and the higher the value of the choice, the higher the evaluation value for that answer to that question. This allows for obtaining evaluation values 46 on the same scale across questions in the same Questionnaire 10, and also allows for obtaining evaluation values 46 on the same scale across students for their answers to questions in the same Questionnaire 10.

In this embodiment, even if the answer choices for each question 9 are unified as 1 to 10 as described above, the questionnaire analysis unit 32 may be configured to acquire the total magnitude and variability of the weighted evaluation values 46. Specifically, when utilizing the results of questionnaire 10, the user selects the item 8 or question 9 that they want to emphasize and sets the weighting for the evaluation values 46 of the answers to the selected item 8 or question 9. Such selection and weighting can be set in the questionnaire analysis system by the user operating the input devices 16A and 305A. The questionnaire analysis unit 32 calculates and acquires the total magnitude and variability of the evaluation values 46 based on the weighting set by the user.

<Coordinate plane and quadrant>
Figure 6 shows an example of a coordinate system according to this embodiment. The coordinate system in Figure 6 shows a two-dimensional coordinate plane displayed on the display 17A by graphical data 38. This coordinate plane is defined by orthogonal coordinate axes, the X axis and the Y axis. The sum of the evaluation values 70 is assigned as a parameter to the X axis, and the variability of the evaluation values 71 is assigned as a parameter to the Y axis. The coordinate plane in Figure 6 shows a scatter plot in which pairs consisting of the sum of the evaluation values 46 and the variability of the evaluation values 46 for each student belonging to the class that constitutes a subset of the overall set (for example, class 01 of school code XX) are plotted. In association with the points plotted on such a coordinate plane (hereinafter also referred to as plot points), a student ID 75 that identifies the student corresponding to the pair of plot points is also displayed.

As shown in the coordinate plane of Figure 6, the graphical data generation unit 34 further generates graphical data for visualizing the coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions 73 within the coordinate plane. Such predetermined coordinate positions include coordinate positions representing values that indicate the representative magnitudes of multiple sums constituting multiple sets plotted within the coordinate plane, and values that indicate the representative variations constituting multiple sets.

The coordinate position 73 can be obtained (calculated) by the questionnaire analysis unit 32. Specifically, the questionnaire analysis unit 32 calculates a representative coordinate value consisting of a coordinate value corresponding to a representative of the magnitude of the sum of evaluation values of multiple students constituting the overall set, and a coordinate value corresponding to a representative of the variability of the evaluation values of those multiple students. The coordinate position 73 is set to the coordinate position indicated by this representative coordinate value. The coordinate value corresponding to the representative magnitude of the sum indicated by the representative coordinate value includes values corresponding to the mean, median, etc., obtained (calculated) for the magnitude of the sum of each student's evaluation values. Similarly, the coordinate value corresponding to the representative variability indicated by the representative coordinate value includes values corresponding to the mean, median, etc., obtained (calculated) for the variability of each student.

The graphical data 38 is configured to visualize the coordinate plane by dividing it into four quadrants, A, B, C, and D, based on the coordinate position 73. In Figure 6, the quadrants are distinguished by displaying symbols A through D, but the method of distinction is not limited to symbols; for example, different background colors may be used. The significance of the four quadrants will be explained later.

The graphical data 38 may also be configured to display the plotted points of each student on the coordinate plane of Figure 6 in colors according to the performance index 74. The performance index 74 is calculated based on the performance of multiple students who are the subjects of the questionnaire. Specifically, when the representative score (equivalent to the mean, mode, median, etc.) calculated for each student's performance score is set to 0.0, the index indicates how to differentiate the display color of a student's plotted point based on the magnitude of the difference between a student's performance score and their representative score.

The questionnaire analysis unit 32 calculates performance indicators 74 based on the data in the performance database 58 using the calculation unit 33, and also calculates the difference between the performance score and the representative score for each student. These calculation results are output to the graphical data generation unit 34. The graphical data generation unit 34 uses the calculation results from the questionnaire analysis unit 32 to generate graphical data 38 that visualizes the performance indicators 74 and visualizes each student's plotted points using different display colors.

In the graphical data 38 screen shown in Figure 6, the evaluation results for the responses to Questionnaire 10 are plotted on a coordinate plane at positions corresponding to the evaluation results. This facilitates the identification of evaluation results that require attention, and the distribution of the plots provides supporting information that facilitates the understanding of trends in the target class, etc.

<Groups and Hierarchical Structures>
In the survey analysis system, students who are the target of survey 10 are managed by the group to which they belong. The survey analysis unit 32 obtains (calculates) a representative value of the sum of evaluation values for each student belonging to the group, and a representative value of the variability of each student's evaluation values. This pair of representative values of sum and variability obtained for a group is also called a representative set. The graphical data generation unit 34 can generate graphical data 38 by plotting the representative sets corresponding to each group as sets to be plotted on a coordinate plane.

Figure 7 shows an example of a hierarchical structure according to this embodiment. In this embodiment, students who are the target of questionnaire 10 are managed by hierarchical groups indicated by hierarchical data 59. Such groups include at least one of the following: a class Ci (i = 1, 2, 3, ... n) composed of multiple students ST belonging to the lowest tier; a grade Gi (i = 1, 2, 3, ... m) containing multiple classes Ci; a school Shi (i = 1, 2, 3, ... k) containing multiple grade Gi; and a municipality GVi (i = 1, 2, 3, ... h) containing multiple schools Shi.

The multiple groups managed in a hierarchical structure include, for example, a class group GP4 containing multiple classes Ci, a grade group GP3 which is a higher level above class group GP4 and contains multiple grades Gi, a school group GP2 which is a higher level above grade group GP3 and contains multiple schools SHi, and a municipality group GP1 which is a higher level above school group GP2 and contains multiple municipalities GVi. The highest level of this hierarchical structure corresponds to the country to which municipality group GP1 belongs.

The school information 28 of the students included in Questionnaire 10 includes a student ID that uniquely identifies the individual student, and group information that identifies one or more groups to which the student belongs. The group information identifies the class Ci, grade Gi, and school SHi to which the student belongs in the hierarchical structure, as well as the local government GVi (prefecture, city, town, or district) that manages the school.

The user operates input devices 16A and 305A to specify to the survey analysis system one group from the hierarchical groups indicated by the hierarchical data 59, representing the overall set of aggregation (group group GPi), as the aggregation unit 36, and also specifies a group or individual student from a subset of that overall set (group GPi) as the display granularity 37. The method of specifying such aggregation units 36 or display granularity 37 is not limited to user operation. For example, aggregation units 36 and display granularity 37 may be pre-set in the storage device 304 according to the type of user attribute (class teacher, school administrator, local government employee, etc.), and the corresponding aggregation units 36 and display granularity 37 may be retrieved from the storage device 304 based on the attributes of the user logged into the survey analysis system.

In this survey analysis system, one group from the group group GPi of one layer in the hierarchical structure is designated as the aggregation unit 36, and one group from the group group GPi constituting a lower layer than the said layer may be designated as the display granularity 37. According to this designation, the representative sets plotted on the coordinate plane are composed of representative sets corresponding to each group included in the group of the lower layer specified by the display granularity 37. For example, in Figure 7, if school SH1 from school group GP2 is designated as the aggregation unit 36, and grade group GP3 from class group GP4, which are lower layers of school SH1, is designated as the display granularity 37, then representative sets corresponding to grade groups G1, G2, and G3, which constitute lower layers of school SH1, are plotted on the coordinate plane.

For example, when a user uses the evaluation values of the responses to each question 9 of questionnaire 10 to understand students' environment, habits, and attitudes toward learning, and to utilize this information for various types of instruction, they can change the aggregation unit 36 or the display granularity 37 depending on the purpose of use.

<Examples of specifying particle size and explanation of quadrants>
Figures 8, 9, and 10 show other examples of the coordinate plane according to this embodiment. Icons 72 and 76 in Figures 8 to 10 are configured to accept user operations to specify the aggregation unit 36 and the display granularity 37. Figure 8, like Figure 6 described above, shows a case where the aggregation unit 36 and the display granularity 37 are specified as a class and the students of that class, respectively, but the specification is not limited to this.

Icons 72 and 76 may be configured so that a pull-down menu appears when the icon is manipulated, allowing the user to specify the aggregation unit 36 and the display granularity 37, respectively. The pull-down menu includes a list of the names of the group clusters (Municipal Group GP1, School Group GP2, Grade Group GP3, Class Group GP4) in the hierarchical structure of Figure 7.

When a user selects a group from the list in the pull-down menu of icon 72, the survey analysis system determines one group from the specified group. For example, the group is determined from the user's login information to the survey analysis system. For instance, if the specified group is School Group GP2, the school name identified by the login information will determine that School SHi, the group corresponding to that school name, will be selected as the aggregation unit 36.

The pull-down menu of icon 76 displays a list of names of one or more group groups that constitute a lower level than the group group specified by the operation of icon 72. Here, the specified group group is school group GP2, so the list of names consists of the names of the grade group GP3, class group GP4, and student group groups, which are the lower levels of school group GP2. When the user selects a group group from the list in the pull-down menu of icon 76, the survey analysis system determines the specified group group as the display granularity 37. The survey analysis system then determines one or more groups from the group group determined as the display granularity 37. For example, if icon 72 is operated and school SH1 is specified as the aggregation unit 36, and grade group GP3 is determined as the display granularity 37, the survey analysis system searches the hierarchical structure in Figure 7 and determines that the sets plotted on the coordinate plane are representative sets of grades G1, G2, and G3 that constitute school SH1.

If a user wants to understand the trend in the evaluation scores of each student in a class, they specify a class Ci and the students ST that make up the lower tier of that class as the aggregation unit 36 and display granularity 37, respectively, as shown in Figure 6 or Figure 8. For example, if a user wants to understand the trend in student evaluation scores at the class level for all classes Ci that make up the lower tier of a certain municipality GVi, they specify the municipality GVi and the class group GP4, which is the lower tier group of that municipality, as the aggregation unit 36 and display granularity 37, respectively, as shown in Figure 9. Furthermore, if a user wants to understand the trend in student evaluation scores at the school level for all schools managed by a certain municipality GVi, they specify the municipality GVi and the school group GP2, which is the lower tier group of that municipality, as the aggregation unit 36 and display granularity 37, respectively, as shown in Figure 10.

In this embodiment, the four quadrants, divided based on the coordinate position 73, are as follows: Quadrant A represents the distribution area of sets where the sum of evaluation values is large and the variability is small; Quadrant B represents the distribution area of sets where the sum of evaluation values is large but the variability is also large; Quadrant C represents the distribution area of sets where the sum of evaluation values is small and the variability is large; and Quadrant D represents the distribution area of sets where the sum of evaluation values is small and the variability is also small.

<How quadrants are displayed>
If Questionnaire 10 is structured such that, for example, a larger sum of evaluation values corresponds to a higher evaluation, and a smaller variation corresponds to a higher evaluation, then the trends shown by the responses in each quadrant can be estimated as follows: For example, the groups plotted in quadrant A are estimated to be responses with a good trend, the groups plotted in quadrant D are estimated to be responses with the most challenges, the groups plotted in quadrant B are estimated to be responses that are good overall but include some responses with low evaluations locally, and the groups plotted in quadrant C are estimated to be poor overall but include some responses with high evaluations locally.

As shown in Figures 8 to 10, the graphical data generation unit 34 generates graphical data 38 that visualizes quadrants B, C, and D in a manner that is distinguishable from quadrant A. This is because quadrants B, C, and D represent a first range where the parameter for the total magnitude on the first coordinate axis (X-axis) corresponds to quadrants B and C, and quadrants C and D represent a second range where the parameter for the variation on the second coordinate axis (Y-axis) corresponds to quadrants C and D. As a distinguishable manner, in Figures 8 to 10, the areas of quadrants B, C, and D, excluding quadrant A, are highlighted with thick borders. This allows the user to obtain support information for quantitatively understanding the size of the group (number of students, classes, schools, or municipalities) and quadrants with large dispersion, etc., from the distribution map of plotted points shown in the coordinate planes of Figures 8 to 10. The above distinguishable manner is not limited to the method using thick borders; it may also be achieved by changing the background color.

<Example of alert output>
Furthermore, the graphical data generation unit 34 may generate graphical data 38 that displays alerts (warnings) according to the distribution of plotted points on the coordinate plane. For example, in relation to quadrant D, which tends to have many problems, if the user has already identified and is addressing the problems of the subjects (students, classes, schools, municipalities) corresponding to the plotted points in quadrant D, information indicating this will be displayed. If the problems have not yet been addressed, an alert will be displayed. Subjects (students, classes, schools, municipalities) corresponding to the plotted points in quadrants B and C, which tend to have unsatisfactory responses, may improve to a better trend by following up individually. In this case, a message to encourage action will be displayed as an alert. For example, in Figure 9, message 81 is displayed to provide advice on how to address the subject (class).

The survey analysis system may be configured to determine whether or not to output the alert described above using a threshold. For example, among the items 8 that constitute the survey 10, the item 8 to be considered important is set in advance, and a threshold is set for that item 8 along with the weighting of the evaluation values described above. The survey analysis unit 32 determines whether or not the evaluation value of the answer to question 9 that constitutes the item 8 exceeds the threshold, and if it determines that it does, it instructs the graphical data generation unit 34 to issue a warning. Based on the warning instruction from the survey analysis unit 32, the graphical data generation unit 34 generates graphical data 38 that includes data to visualize the alert (message 81, etc.) indicated by the warning instruction. Note that the item 8 to be considered important and the threshold can be set based on user operations on the survey analysis system.

The distribution of plotted points visualized in Figure 9 provides supporting information for judging the appropriateness of the combination of class status and assigned teacher, assuming the aggregation unit 36 is a school or municipality and the display granularity 37 is a class. Information on the teachers responsible for each class is obtained in advance. Teacher information can include years of experience. If the teacher responsible for a class has few years of experience, message 81 can include a message encouraging improvement of teacher assignment based on years of experience.

Furthermore, the distribution of plotted points in Figure 9, where the aggregation unit 36 is specified as local government and the display granularity 37 as school, can be used as supporting information for local governments to understand the state of schools. For example, if there is a trend indicating the need for improvement, message 81 can be used as information to support improvement efforts. To consider improvement measures, the distribution can also be switched and displayed by changing the display granularity 37 to show the distribution by school, grade, class, or student.

The alert may be output using the time-series changes in the distribution on the coordinate plane. For example, the survey analysis unit 32 monitors the changes in the distribution on the coordinate plane over time, and based on the monitoring results, if it detects that the plotted points of a specified target (student, class, grade, school, municipality) have moved in a negative direction, it outputs a warning instruction to the graphical data generation unit 34. The graphical data generation unit 34 generates graphical data 38, which includes data that visualizes the alert based on the warning instruction. By outputting such alerts, users can obtain support information to quickly identify targets (student, class, grade, school, municipality) whose response evaluations are shifting towards negative.

<Other examples of alert output>
Figure 11 shows an example of alert output using time-series changes in distribution according to this embodiment. For example, based on the evaluation value 46 of the responses from the previous survey 10 and the evaluation value 46 of the responses from the current survey 10, the survey analysis unit 32 outputs a warning instruction to the graphical data generation unit 34, which includes the previously plotted position and the currently plotted position of the specified target (student, class, grade, school, local government). The graphical data generation unit 34 generates graphical data 38, which includes data to visualize the alert based on the warning instruction.

The questionnaire analysis unit 32 further detects the time when the questionnaire 10 was administered based on the time 47. The graphical data generation unit 34 generates graphical data 38 for visualizing a coordinate plane in which the corresponding groups of identical students or representative groups obtained for the questionnaire 10 are plotted in relation to the passage of time during which the questionnaire was administered.

Furthermore, the graphical data generation unit 34 generates graphical data 38 for a specified group (plot points of students or groups) from among the groups or representative groups plotted on the coordinate plane, including arrow marks 101 as shown in Figure 11. The marks 101 indicate the direction and magnitude of displacement over time, respectively, for the total size or variation of the group, as indicated by the direction and length of the arrow. The direction of displacement indicates the direction in which the plot point moved, and the magnitude of displacement indicates the distance moved.

In Figure 11, for example, for student ID "36," an arrow mark 101 is output, pointing from the coordinate position where the set obtained during the previous survey was plotted to the coordinate position where the set obtained during the current survey is plotted. Mark 101 indicates that the plotted position of the set for evaluation magnitude and variability obtained for student ID "36" has moved from quadrant A to quadrant B. The survey analysis unit 32 may be configured to output an alert warning for mark 101 when it determines that the set (plotted point) obtained for the specified subject (student) has moved between quadrants, or when it determines that the movement distance exceeds a threshold even within the same quadrant. By outputting such mark 101, users can obtain support information to quickly identify subjects (students, classes, grades, schools, municipalities) whose response evaluations are shifting towards poor. Furthermore, such time-series changes can also be used to present the effectiveness of implementing countermeasures against poor performance, the validity of initiatives, and the need for other countermeasures.

Figure 12 shows another example of alert output utilizing the time-series changes in the distribution status according to this embodiment. Figure 12 shows another example of alert output for students determined to be subject to a warning instruction, where the aggregation unit 36 is "class" and the display granularity 37 is "students." The screen of display 17A in Figure 12 includes windows 17B, 17C, 17D, and button 17E.

In window 17B, records corresponding to one or more students identified as subject to a warning are displayed in a table format. Each record includes the student ID 75, a period 182, a content 183, and an icon 184. The period 182 indicates the time between the previous survey 10 and the current survey 10. The content 183 explains the situation where the student's response evaluation is shifting towards poor. The record's icon 184 is configured to accept user interaction in order to display detailed survey results for the student corresponding to that record.

The user interacts with the icons 184 for each record in window 17B. Upon receiving this interaction, the survey analysis unit 32 searches the survey database 45 for the evaluation value 46 corresponding to the student ID 75 associated with the icon 184, based on the received interaction. At this time, based on the period 182, the evaluation values 46 from the previous survey 10 and the evaluation values 46 from the current survey 10 are retrieved. The graphical data generation unit 34 generates graphical data 38 based on these search results, including graphical data for the radar chart 170 based on the results of the previous survey 10 and graphical data for the radar chart 171 based on the results of the current survey 10. The graphical data 38 for the radar charts is displayed in window 17C or 17D.

For example, in window 17D, radar charts 170 and 171 are displayed in concentric circles with different display modes (e.g., different colors) for the student with student ID 75 "A01," and in window 17C, radar charts 170 and 171 are displayed in concentric circles with different display modes (e.g., different colors) for the student with student ID 75 "A02."

The content 183 displayed in Figure 12 provides supporting information for understanding the trends in how the evaluation of responses has changed for the students under warning. Furthermore, radar charts 170 and 171 provide supporting information for intuitively understanding the overall evaluation of responses and the temporal changes in each evaluation value, based on the size and shape (angle, distortion, etc.) of their polygons. Additionally, by operating button 17E on the display 17A, the screens of Figure 11 and Figure 12 can be switched between. This switching allows the user to see the distribution of the points of the students under warning within the distribution of points for the entire class on the coordinate plane, while intuitively understanding the overall evaluation of individual responses and each evaluation value based on the size and shape of the polygons in the radar chart of the student under warning.

The screens in Figures 11 and 12 may be composed of separate, switchable screens, or they may be composed of the same screen. Figures 11 and 12 were screens for the case where the aggregation unit 36 is "class" and the display granularity 37 is "student," but are not limited to this. That is, the relationship between the display granularity 37 and the aggregation unit 36 is such that the hierarchical group indicated by the display granularity 37 is at a lower level than the hierarchical group indicated by the aggregation unit 36.

In this embodiment, the graphical data generation unit 34 further generates graphical data 38 that visualizes a radar chart representing the evaluation values for the answers to each question constituting the questionnaire 10, corresponding to a specified set of sets plotted on the coordinate plane. The method for specifying the set on which the radar chart is displayed is not limited to operating the icon 184 in Figure 12; for example, it may be done by specifying the plot points (sets) on the coordinate plane in Figure 11 using touch operations or other methods.

<Other examples of the four-quadrant division>
The coordinate values of the coordinate positions 73 used to divide the plane into the four quadrants described above were representative coordinate values obtained based on multiple sets plotted on the coordinate plane, but are not limited to these representative coordinate values.

The survey analysis system determines a representative coordinate position at coordinate position 73 for one group constituting the hierarchical structure of Figure 7. This representative coordinate position consists of a value representing the total size of multiple sets obtained for multiple students belonging to that group, and a value representing the variation of multiple sets. The survey analysis system plots the sets on the coordinate plane as multiple sets obtained for multiple students belonging to one group in a lower hierarchical group than the one group in question. As a result, for example, the division of the four quadrants of the coordinate plane is set based on the representative coordinate values obtained for the sets of all students ST constituting grade G1, and graphical data 38 is generated such that the sets obtained for each student ST belonging to one of the lower-level class groups (classes C1-C4) of grade G1, for example, class C3, are plotted on the coordinate plane.

The display of a coordinate plane based on such graphical data 38 can provide support information for understanding trends in the evaluation of student responses to questionnaire 10 in class Ci, which is the class a user (teacher) is in charge of, compared to the evaluation of all students in the grade to which that class belongs. For example, information on quadrants with many or few plotted points can serve as support information for the user to understand the overall evaluation trends of class Ci.

<Flowchart>
Figures 13 and 14 are diagrams showing an example of a flowchart of the questionnaire analysis process according to this embodiment. Figure 13 shows the process of obtaining the results of the questionnaire 10, and Figure 14 shows the process of mainly generating graphical data 38.

Referring to Figure 13, when the questionnaire 10 is completed, the processor 301 of the information processing device 300 acquires the questionnaire data 29 as the questionnaire collection unit 30 (step S10). Specifically, it receives the questionnaire data 29 showing the results of the questionnaire 10 conducted for each student, which is transferred from the terminal 200, and stores it in the questionnaire DB 45.

The processor 301, acting as the questionnaire aggregation unit 31, obtains evaluation values 46 for each answer to the questions constituting the questionnaire 10 based on the questionnaire data 29 in the questionnaire DB 45, and stores them in the questionnaire DB 45 (step S20).

The processor 301, acting as the questionnaire analysis unit 32, obtains (calculates) the sum and variability of the evaluation values 46 for each student's questionnaire 10, and stores them in the questionnaire DB 45 (step S30).

When the processor 301 receives a predetermined user operation, it starts the process shown in Figure 14. Here, the process shown in Figure 13 is executed and the results of the questionnaire 10 are stored. First, the processor 301 sets the aggregation unit 36 (step S40).

The processor 301, acting as the questionnaire analysis unit 32, extracts (searches) the magnitude and variability of the sum of evaluation values of multiple students belonging to the group of layers indicated by the aggregation unit 36 from the questionnaire database 45 (step S50). Specifically, the processor 301 searches the questionnaire database 45 for the magnitude and variability of the sum of evaluation values of each student belonging to the lower-level group of the hierarchy indicated by the aggregation unit 36.

The processor 301 sets the display granularity 37 (step S60). The processor 301, acting as the questionnaire analysis unit 32, calculates the sum and variability of the evaluation values (step S70). Specifically, if the layer indicated by the set display granularity 37 represents a group (e.g., class, grade, school, municipality, etc.), the processor 301 calculates representative groups for each group based on the sum and variability of the evaluation values of the multiple students constituting that group. Furthermore, if the layer indicated by the set display granularity 37 represents individual students in the lowest-ranking group, the processor 301, acting as the questionnaire analysis unit 32, calculates groups for each student in that lowest-ranking group based on the sum and variability of their evaluation values.

The processor 301, acting as the questionnaire analysis unit 32, acquires information on the division of the four quadrants in the coordinate plane (step S80). Specifically, the processor 301 calculates representative coordinate values based on the representative set (or group) corresponding to each plot calculated in step S70. The calculated representative coordinate values indicate the coordinate position 73. The processor 301 acquires coordinate information for mutually orthogonal axes using the representative coordinate values (coordinate position 73).

The processor 301, acting as a graphical data generation unit 34, generates and outputs graphical data 38 (step S90). Specifically, the processor 301 generates graphical data 38 for visualizing a coordinate plane having an X-axis parameterized by the sum of evaluation values and a Y-axis parameterized by the variation, where multiple representative sets (or sets) calculated in step S70 are plotted, and the coordinate plane is divided into four quadrants based on the coordinate information calculated in step S80. The processor 301, acting as a web server unit 35, provides data for a web page 39 containing the graphical data 38. The web browser 23 of the terminal 200 displays the web page 39 on the display 17A. This allows the user to view the screen based on the graphical data 38.

The processor 301 determines whether or not to change the display granularity 37 (step S100). The processor 301 determines whether or not to change the display granularity 37 based, for example, on user operation. If it is determined that the display granularity 37 should be changed (YES in step S100), the process proceeds to step S60, and the processing in steps S60 to S90 is performed based on the changed display granularity 37 so that graphical data 38 is generated based on the changed display granularity 37.

On the other hand, if it is determined that the display granularity 37 will not be changed (NO in step S100), the processor 301 determines whether or not to change the aggregation unit 36 (step S110). The processor 301 determines whether or not to change the aggregation unit 36 based, for example, on user operation. If it is determined that the aggregation unit 36 will be changed (YES in step S110), the process moves to step S40, and the processing in steps S40 to S100 is performed based on the changed aggregation unit 36, so that graphical data 38 is generated based on the changed aggregation unit 36. If it is not determined that the aggregation unit 36 will be changed (NO in step S110), the process ends.

In this embodiment, the program configured in Figure 4 is stored in the main memory 302 or the storage device 304, but it may be stored in a different storage medium instead. Such a different storage medium may be a non-volatile storage medium such as a CD-ROM (Compact Disc-Read Only Memory), DVD-ROM (Digital Versatile Disk-Read Only Memory), USB (Universal Serial Bus) memory, memory card, FD (Flexible Disk), magnetic tape, tray tape, MO (Magnetic Optical Disc), MD (Mini Disc), IC (Integrated Circuit) card (excluding memory cards), optical card, mask ROM, EPROM, or EEPROM (Electronically Erasable Programmable Read-Only Memory) provided by or detachably mounted on the information processing device 300. Furthermore, the information processing device 300 may acquire the program, for example, by downloading it via the network 100 and the communication interface 303.

Furthermore, the program may be provided not as a standalone program, but as part of any other program. In this case, the processing according to the embodiment is realized in cooperation with the other program. Even a program that does not include such a partial module does not deviate from the intent of the program according to each embodiment.

<Note>
This embodiment shows the following configuration.
(Composition 1)
A system for analyzing students' responses to each of the multiple questions that make up a questionnaire,
A means for obtaining the magnitude of the evaluation value for each answer to each question based on the aforementioned analysis, and the variability of the evaluation values for each question based on the aforementioned analysis,
A questionnaire analysis system comprising: a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variability as a parameter, and means for generating graphical data to visualize the coordinate system on which the acquired pairs of magnitude and variability of the evaluation value are plotted.
(Structure 2)
The aforementioned student shall be managed within the group to which the student belongs.
The magnitude and variability of the evaluation values obtained by the means described above include, respectively, a representative value of the magnitude of the evaluation values for each student belonging to the group and a representative value of the variability of the evaluation values for each student.
The questionnaire analysis system according to configuration 1, wherein the plotted sets include representative sets representing a set of representative values for the magnitude of the evaluation value and representative values for the variability corresponding to the group.
(Composition 3)
The aforementioned group is at least one of the following: a class consisting of multiple students, a grade level including multiple classes, a school including multiple grade levels, and a municipality including multiple schools, according to the questionnaire analysis system described in Configuration 2.
(Composition 4)
The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure,
The questionnaire analysis system described in Configuration 3 includes, among other things, a group of multiple groups managed in the hierarchical structure, a group of classes containing multiple classes, a group of grades that is higher up than the group of classes containing multiple grades, a group of schools that is higher up than the group of grades containing multiple schools, and a group of municipalities that is higher up than the group of schools containing multiple municipalities.
(Composition 5)
The system further includes means for receiving user input for the aforementioned survey analysis system,
The survey analysis system described in Configuration 4 includes a group specified by the user from among multiple groups, where the group corresponding to the aforementioned representative value is the group.
(Composition 6)
Means for selecting one group from a group of groups in one layer of the aforementioned hierarchical structure,
The system includes means for selecting one group from among the group groups of layers lower than the aforementioned layer 1,
The questionnaire analysis system according to configuration 4, wherein the plotted representative sets include a representative set corresponding to each group included in the designated group 1.
(Composition 7)
The means of obtaining the above information further obtains the time when the survey was conducted,
The means for generating the aforementioned graphical data further includes:
A questionnaire analysis system according to any one of configurations 2 to 6, comprising means for generating graphical data that visualizes the coordinate system in which the group corresponding to the same student or the representative group corresponding to the same group obtained for the questionnaire is plotted in relation to the passage of time during which the questionnaire was administered.
(Composition 8)
The means for generating the graphical data further includes:
A questionnaire analysis system according to any one of configurations 2 to 7, comprising means for generating graphical data that visualizes a radar chart representing evaluation values for the answers to each question constituting the questionnaire, corresponding to a specified set among the sets plotted in the coordinate system.
(Composition 9)
The questionnaire analysis system according to configuration 7 or 8, wherein the designated group is a group corresponding to the same student or a representative group corresponding to the same group, and includes a group in which the magnitude of the evaluation values or the variation of the group has changed significantly over time.
(Composition 10)
The questionnaire analysis system according to configuration 9, wherein the graphical data includes graphical data that visualizes the direction and magnitude of the displacement.
(Composition 11)
The aforementioned coordinate system includes a two-dimensional coordinate plane,
The graphical data further includes quadrant graphical data that visualizes a two-dimensional coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions within the two-dimensional coordinate plane.
The questionnaire analysis system according to any one of configurations 1 to 10, wherein the predetermined coordinate position includes a coordinate position indicated by a coordinate value corresponding to a representative of the magnitude of a plurality of evaluation values constituting a plurality of sets plotted in the two-dimensional coordinate plane, and a coordinate value corresponding to a representative of a plurality of variations constituting the plurality of sets.
(Composition 12)
The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure,
The group of multiple groups managed in the aforementioned hierarchical structure includes at least two of the following: a group of classes comprising multiple classes composed of multiple students; a group of grades that is higher in rank than the group of class classes and comprises multiple grades composed of one or more classes; a group of schools that is higher in rank than the group of grades and comprises multiple schools; and a group of municipalities that is higher in rank than the group of schools and comprises multiple schools.
The aforementioned predetermined coordinate position is further,
The questionnaire analysis system according to configuration 11, which includes a group at a higher level than the hierarchy of one group corresponding to a plurality of sets plotted on the two-dimensional coordinate plane, and which includes coordinate values that correspond to representatives of the magnitudes of the plurality of evaluation values constituting a plurality of sets obtained for the higher-level group comprising the one group, and coordinate values that correspond to representatives of the plurality of variations constituting the plurality of sets.
(Composition 13)
The aforementioned quadrant graphical data is
The questionnaire analysis system according to configuration 11 or 12, which includes graphical data that visualizes one or more quadrants among the four quadrants in a manner that is distinguishable from the other quadrants, where the parameter for the magnitude of the evaluation value on the first coordinate axis shows a first range and the parameter for the variation on the second coordinate axis shows a second range.
(Composition 14)
A method for analyzing students' responses to each of the multiple questions that make up a questionnaire,
The computer obtains the magnitude of the evaluation value for each answer to the question based on the analysis, and the variability of the evaluation values for each question based on the analysis.
A method comprising the step of the computer generating graphical data for visualizing a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of magnitude and variation of the evaluation value are plotted in the coordinate system.

(Composition 15)
A program for causing a computer to perform a method of analyzing students' responses to each of the multiple questions that make up a questionnaire,
The aforementioned method,
The steps include obtaining the magnitude of the evaluation value for each answer to each question based on the aforementioned analysis, and obtaining the variability of the evaluation values for each question based on the aforementioned analysis,
A program comprising the step of generating graphical data for visualizing a coordinate system having a first coordinate axis with the magnitude of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of magnitude and variation of the evaluation value are plotted in the coordinate system.

The embodiments described herein are illustrative and not restrictive in all respects. The technical scope of this disclosure is defined by the claims, and all modifications within the meaning and scope equivalent to the claims are intended.

8 items, 9 questions, 10 questionnaire, 45 questionnaire DB, 11,301 processor, 12,302 main memory, 15,303 communication interface, 16,305 input interface, 16A,305A input device, 17,306 display interface, 17A,306A display, 17B,17C,17D window, 17E button, 18,309 touch panel, 19,307 optical drive, 19A,307A optical disc, 20,304 storage device, 21,310 system program, 22 GUI program, 23 web browser, 25,319 internal bus, 28 school information, 29 questionnaire data, 30 questionnaire collection unit, 31 questionnaire tabulation unit, 32 questionnaire analysis unit, 33 calculation unit, 34 graphical data generation unit, 35 web server unit, 36 Aggregation Unit, 37; Display Granularity, 38; Graphical Data, 39; Web Page, 46; Evaluation Value, 47; Time, 52; Questionnaire Analysis Program, 53; Calculation Program, 56; Server Program, 57; Graphical Program, 59; Hierarchical Data, 70; Size, 71; Variation, 72, 76, 184; Icon, 73; Coordinate Position, 74; Performance Indicator, 81; Message, 100; Network, 101; Mark, 170, 171; Radar Chart, 182; Period, 183; Content, 200; Terminal, 300; Information Processing Device, 315; Questionnaire Collection Program, 320; Questionnaire Aggregation Program, 58; Performance DB, GP1 Municipality Group, GP2 School Group, GP3 Grade Group, GP4 Class Group, GPi Group Group, GVi Municipality, ST Student, Ci Class, Gi Grade, SHi School, GVi Municipality.

Claims (15)

It is a questionnaire analysis system,
For each of the multiple questions that make up the questionnaire, the system is equipped with means for quantitatively evaluating the student's response to that question according to predetermined criteria and obtaining an evaluation value that shows the evaluation result.
The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer.
The aforementioned questionnaire analysis system further,
A means for obtaining a representative value from the evaluation values of the students' responses to each of the aforementioned multiple questions, and for obtaining the variability of the evaluation values of the students' responses to each of the aforementioned questions ,
A questionnaire analysis system comprising: a coordinate system having a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and a means for generating graphical data to visualize the coordinate system on which pairs of representative values and variations of the evaluation value acquired by the acquisition means are plotted. The aforementioned student shall be managed by the group to which the student belongs.
The means for obtaining the above includes, for a group, a means for obtaining a representative evaluation value that represents the representative value of the evaluation value of each student belonging to the group, and a representative variation that shows a value that represents the variation of the evaluation value of each student.
The questionnaire analysis system according to claim 1, wherein the plotted sets include representative sets showing sets of representative evaluation values and representative variability obtained for a group. The survey analysis system according to claim 2, wherein the group is at least one of the following: a class composed of multiple students, a grade level including multiple classes, a school including multiple grade levels, and a municipality including multiple schools. The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure,
The questionnaire analysis system according to claim 3, wherein the group of groups managed in the hierarchical structure includes a group of classes including multiple classes, a group of grades that is higher up than the group of classes including multiple grades, a group of schools that is higher up than the group of grades including multiple schools, and a group of municipalities that is higher up than the group of schools including multiple municipalities. The system further includes means for receiving user input for the aforementioned survey analysis system,
The questionnaire analysis system according to claim 4, wherein the group corresponding to the aforementioned representative group includes a group specified by the user from among multiple groups. Means for selecting one group from a group of groups in one layer of the aforementioned hierarchical structure,
The system includes means for selecting one group from among the group groups of layers lower than the aforementioned layer 1,
The questionnaire analysis system according to claim 4, wherein the plotted representative sets include a representative set corresponding to each group included in the specified group 1. The means of obtaining the above information further obtains the time when the survey was conducted,
The means for generating the graphical data further includes:
The questionnaire analysis system according to claim 2 or 3, further comprising means for generating graphical data that visualizes the coordinate system in which the sets of representatives corresponding to the same student or the same group obtained for the questionnaire are plotted in relation to the passage of time since the questionnaire was administered. The means for generating the graphical data further includes:
The questionnaire analysis system according to claim 7, further comprising means for generating graphical data that visualizes a radar chart representing evaluation values for the answers to each question constituting the questionnaire, corresponding to a specified set of sets plotted in the aforementioned coordinate system. The questionnaire analysis system according to claim 8, wherein the designated group includes a group corresponding to the same student, in which the representative value or variation of the evaluation value constituting the group shows a large change over time, or a representative group corresponding to the same group, in which the representative evaluation value or representative variation constituting the representative group shows a large change over time. The questionnaire analysis system according to claim 9, wherein the graphical data includes graphical data that visualizes the direction and magnitude of the displacement. The aforementioned coordinate system includes a two-dimensional coordinate plane,
The graphical data further includes quadrant graphical data that visualizes a two-dimensional coordinate plane by dividing it into four quadrants using mutually orthogonal axes at predetermined coordinate positions within the two-dimensional coordinate plane.
The questionnaire analysis system according to claim 3, wherein the predetermined coordinate position includes a coordinate position indicated by a coordinate value corresponding to the representative evaluation value constituting the representative set plotted in the two-dimensional coordinate plane and a coordinate value corresponding to the representative variation constituting the representative set. The aforementioned questionnaire analysis system manages multiple group groups in a hierarchical structure,
The group of multiple groups managed in the aforementioned hierarchical structure includes at least two of the following: a group of classes comprising multiple classes composed of multiple students; a group of grades that is higher in rank than the group of class classes and comprises multiple grades composed of one or more classes; a group of schools that is higher in rank than the group of grades and comprises multiple schools; and a group of municipalities that is higher in rank than the group of schools and comprises multiple schools.
The aforementioned predetermined coordinate position is further,
The questionnaire analysis system according to claim 11, comprising a group at a higher level than the hierarchy of one group corresponding to a plurality of representative sets plotted on the two-dimensional coordinate plane, and including coordinate positions indicated by coordinate values corresponding to values representing a plurality of representative evaluation values constituting a plurality of representative sets obtained for the higher-level group comprising the one group, and coordinate values corresponding to values representing a plurality of representative variations constituting the plurality of representative sets. The aforementioned quadrant graphical data is
The questionnaire analysis system according to claim 11, comprising graphical data that visualizes one or more quadrants among the four quadrants in a manner that is distinguishable from the other quadrants, where the parameter for the representative value of the evaluation value on the first coordinate axis shows a first range and the parameter for the variation on the second coordinate axis shows a second range. A computer-based method comprising the step of quantitatively evaluating the student's response to each of the multiple questions constituting the questionnaire according to predetermined criteria, and obtaining an evaluation value that indicates the evaluation result,
The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer.
The above method further,
The computer obtains a representative value from the evaluation values of the students' responses to each of the multiple questions, and obtains the variation in the evaluation values of the students' responses to each of the questions.
A method comprising the steps of: generating graphical data for visualizing a coordinate system in which the computer has a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, and in which the pairs of representative value and variation of the evaluation value acquired in the acquisition step are plotted. A program that causes a computer to execute a method ,
The aforementioned method,
The system includes a step of quantitatively evaluating the student's response to each of the multiple questions that make up the questionnaire according to predetermined criteria, and obtaining an evaluation value that shows the evaluation result.
The aforementioned predetermined criteria are set such that a higher evaluation value for an answer to a question indicates a higher evaluation of that answer.
The above method further,
The steps include obtaining a representative value from the evaluation values of the students' responses to each of the aforementioned multiple questions, and obtaining the variability of the evaluation values of the students' responses to each question,
A program comprising the step of generating graphical data for visualizing a coordinate system having a first coordinate axis with a representative value of the evaluation value as a parameter and a second coordinate axis with the variation as a parameter, wherein the acquired pairs of representative value and variation of the evaluation value are plotted in the coordinate system.