Purpose: The learning situation of pharmacy students failing their final exam the previous year (referred to as US) was investigated, and a method of learning support for students with low scholastic abilities was examined.

Method: Questionnaires were completed by students who were unsuccessful in the previous year's final exam a total of three times from April to July 2014, and changes in their academic record were compared with the questionnaire results. Questionnaire contents were: (1)self-learning time, (2)learning support method, (3)weak subject area, (4) progress in the printed material we distributed.

Results: The students with a low academic performance hoped to study by themselves. They felt that physicochemistry and pharmacology were weak subject areas, because high-level understanding was necessary. We realized that the quality of learning was more important than the number of practice problems the students could complete, based on the tests we distributed. In addition, a decline in academic ability was seen in many students at the beginning of the following fiscal year.

Discussion: It is necessary to begin physicochemistry and pharmacology education support when students start their programs for those with a low scholastic ability. Support that incorporates unification-type learning for students unsuccessful in their final exams is also necessary. Furthermore, it is important to design specialized practice problems and individual guidance for students with a low academic performance.