Exploring Improvement Needs in a Basic-Skills Diagnosis-Supplementary Learning System for First-Year University Students Based on Survey and Log Data

This study examined how survey and learning-log data can support the improvement of a large-scale, extracurricular, voluntary basic-skills diagnosis and supplementary-learning system for first-year university students. Across 2025 and 2026, pre-assessment completion was high (87.4-93.1%), whereas log-based supplementary-learning participation remained limited (6.0-11.8%). In the 2026 survey, common reasons for non-participation were low perceived need, lack of information on how to participate, and lack of time. The findings suggest that program provision and high diagnostic participation do not necessarily lead to actual supplementary learning. Learning logs can show what students actually did, while surveys can clarify their experiences and reported barriers. Using both sources can support data-informed diagnosis of operational problems and subsequent program improvement.