A Research On The Relationship Between Resource Input Of Junior High School And Students' Academic Achievement

As the core of school education quality evaluation,the academic achievement of junior high school students can reflect the formation of human capital such as knowledge,skills and health after receiving school education,thus to a certain extent becoming the key goal of paying attention to China's promotion of compulsory education from basic equilibrium to quality equilibrium.At the same time,because educational activities are a process from educational resources input to educational products output,the input of school resources becomes an important guarantee condition for students to obtain academic achievement.Up to now,scholars at home and abroad have conducted researches on the relationship between school resource input and students' academic achievement,and regard students' achievement as the commonly used proxy variable of academic achievement.However,students' achievement is only a small part of students' academic achievement,and students' cognitive ability,non-cognitive ability and physical and mental health have not received the same attention.Therefore,studying the relationship between school resource input and students' academic achievement including cognitive ability,students' achievement,non-cognitive ability and physical and mental health evaluation indicators is of great significance for us to further understand the relationship between school resource input and students' academic achievement and to rationally allocate junior high school resources from the perspective of improving students' academic achievement.Based on the data of China Education Panel Survey(CEPS)designed andimplemented by National Survey Research Center at Renmin University of China(NSRC)and based on partial correlation analysis and multiple regression analysis,it is concluded that there is no significant relationship between each dimension of school resource investment and students' academic performance similar to previous studies,it is also found that each dimension of school resource investment has some significant predictive effect on students' academic achievement and its dimensions.First,the qualification rate of full-time teachers,the number of teacher trainings,and the average annual income of senior teachers in school human resources investment have significant positive predictive effects on students' academic achievement,while the proportion of teachers with teacher qualification certificates and the proportion of teachers with senior professional titles have significant positive predictive effects on students' cognitive ability,and the proportion of teachers over 10 years of teaching experience have significant positive predictive effects on students' physical and mental health.The proportion of substitute teachers,the proportion of teachers with primary and secondary professional titles,the proportion of teachers with 5-9 years of teaching experience and the frequency of teacher turnover have significant negative effects on students' cognitive ability,but there is no significant relationship between the male-female teacher ratio,the student-teacher ratio,the proportion of teachers with unrated and tertiary,the proportion of teachers with 1-4 years of teaching experience,the average annual income of teachers with more than 10 years of teaching experience and the fear of teacher turnover and students' academic achievements.Second,the Class Access to ICTs and the number of computers in the school's material resources have significant positive predictive effects on students' cognitive ability,while the length of the playground,the number of classrooms and the number of seats in the endless runway have significant negative predictive effects on students' cognitive ability.Third,the financial resources input of the school has a significant positive predictive effect on students' cognitive ability and non-cognitive ability.According to the above research conclusions,in order to further rationally allocate the resources of junior high schools and give full play to the role of safeguarding students' academic achievements,the government and schools should promote the development of students' cognitive ability,non-cognitive ability and physical and mental health,pay attention to the recruitment conditions of teachers,improve theevaluation system of teachers' professional titles,increase the number of effective teacher training,and further give full play to the incentive role of teachers' salaries.In addition,the government and schools should also optimize the allocation of school information teaching equipment,maintain a moderate scale of school classes and improve the utilization of books and playgrounds,so as to further improve the financial investment per student in rural schools.