A Comparative Research Of Undergraduate Students’ Learning Outcomes

In recent years, more and more universities want to build world-class universities in China. In this process, excellent undergraduate education is the foundation. But in fact, most research universities have a inclination to ignore undergraduate education. On this occasion, pay more attention to undergraduate students’learning outcomes is very important.This study is based on the SERU survey and the respondents are the senior students of two famous research universities in China(A University) and USA(B University). The questionnaire uses20self-rating items that ask students to use a six-point scale to assess their skills both now and at entry to their campus. The common factor structure of the students’learning outcomes in two universities is got by principal component analysis with varimax rotation:critical thinking and language skills, computer and research skills, cultural appreciation and self-recognition.Students of A University had lower learning outcomes scores than their peers at B University in analytical and critical thinking skills and ability to be clear and effective when writing. However, students at A University performed much better than students at B University in the rest aspects. Besides, this research found that both now and at entry to their campus, the students at A University performed much worse than students at B University. In terms of gender differences, male students had better learning outcomes than female in most of the aspects at A University. On the contrary, female performed better than male at B University. In terms of family social class, undergraduate students’learning outcomes had relevance with it in A University, which was different from B University.There are four main reason for the above phenomenoa First, the Chinese secondary education doesn’t take students’abilities seriously. Second, this phenomenon may related to the difference in gender conception between China and USA. Third, the development of poor students are restricted by objective factors and the rich students’study motivation is not strong. Fourth, Chinese students are very hardworking, and due to cultural reasons Chinese students’self-reported ability level may be lower than reality.In order to improve Chinese undergraduate students’learning outcomes in research universities, three methods could be used. First of all, middle school education should be linked up with college education. Secondly, more attention should be paid to the development of students’analytical and critical thinking skills and writing skills. And lastly, pointed assistance measures and psychological counseling should be put into effect.