As a result of carrying out t-test against the learning activity that used the learning materials designed by level, significant disparity was found. Thus, it was found that hte effect of this learning activity became more visible with lapse of time. But the major cause by which there appeared small significant disparity as a result of testing is that the units of experiment were limited and that the period of using the learning materials was not long. In an analysis on the results of interest test, the experimental class also appeared to show the average score that was higher than that of the comparative class by 0.10 after converting a decimal point. The outcome of attitude test was that the experimental class showed a higher average score by 0.11, as a result of converting a decimal point, than that of the comparative class. So, a large number of students showed an improved reaction. But, there seemed some problems of the learning materials or the method of progressing the activity in changing under achievement students or students who avoided studying math. When the effect of the level-based learning activity was investigated, more than 80% of the experimental class’s students showed a positive reaction. Thus, it could be judged that students, who felt some burden at studying math, might be served more largely, not by teacher’s uniform instruction, but by an individual learning using the level-based learning materials that enabled them to do a systematic self-learning for themselves.