Research On The Influence Of College Learning Experience On Student Academic Achievement

In 2020,the CPC Central Committee and The State Council promulgated the Overall Plan for Deepening the Reform of Education Evaluation in the New Era,which puts forwar-d the reform requirements of exploring value-added evaluation,and value-added evaluation h-as become a research hotspot in the field of education evaluation.How is the academic achievement of college students as a reflection of the quality of university education and tea-ching,and its level?How does the academic achievement grow from enrollment to gra-duation?What role does the college study experience play in it?How does college educati-on promote the increase of students’ academic achievement?This involves the issue of value-added evaluation of college education,and it is also the "black box of education"that educational researchers are very concerned about.The study used the tool of "Chinese College Students’ Learning and Development Trac-king Research(China College Student Survey,CCSS)" to investigate the learning experience,academic achievement,and personal background of college students in Nanjing for many years.It on three aspects,firstly,the influence of learning experience on academic achieve-ment through regression analysis based on the cross section data of one year,the effect of learning experience through the multi-layer linear(non-linear)model;thirdly,based on the quantitative analysis results and literature research.The main conclusions are summarized as follows:Firstly,define the definition of core variables.Academic achievement in this study refe-rs to the academic achievement(objective academic achievement)and comprehensive achiev-ement(self-report ability development).The analysis of college students’ learning experience can be divided into four dimensions:in-class learning input,student interaction,student interaction and extracurricular learning investment.College students’ learning experience and academic achievement status quo.(1)The academic performance(average 79.81)and comprehensive ability(average 61.25)are at the middle level;the interaction level of college students is at the highest(average 60.77),the inc-lass learning investment(average 55.56),and the extracurricular learning investment(average 35.32)and student interaction(38.81)are at the low level.(2)There are significant dif-ferences between the academic achievement and learning experience of college students in demographic variables such as gender,household registration,subject and grade.Male stude-nts,urban students and science students invest more in in-class study,student interaction and student-teacher interaction than female students,rural students and liberal arts students;female students invest more in extracurricular study.Male students,urban students and scie-nce students are better in comprehensive ability,while girls,rural students and liberal arts students are better in academic performance.Whether there is no significant difference in the comprehensive ability and academic performance of a generation of college students.(3)Tracking data show that college students’ comprehensive ability and academic performance,internal and external investment and interpersonal interaction all increase with the growth of grade.In the past four years,the appreciation range of comprehensive ability is higher than the improvement of academic performance,and the value-added range of student-teach-er interaction is higher than that of the internal and external investment and student-student interaction.Secondly,the results of the regression analysis of the influence of learning experience on academic achievement based on cross section data show that the learning input and the interaction between students can significantly promote the comprehensive ability and acade-mic performance;the interaction promotes students’ comprehensive ability but has an inhibit-ory effect on the academic performance.Thirdly,the results of the multi-layer linear(non-linear)model based on the effect of learning experience on academic achievement appreciation of longitudinal tracking data show that:(1)the non-linear(quadratic growth)model of the effect of university learning exper-ience on student academic achievement is better than the linear model(fitting difference st-atistic △ χ2>13.28,△df=4,p<0.01),It proves that the academic value appreciation of the study sample is more in line with the non-linear growth trend;(2)In the demographic variables,gender alone not only significantly affects the initial level of academic performan-ce,It also significantly affects the rate of academic performance(slope);(3)The four dime-nsions of university learning experience can significantly promote the appreciation of studen-ts’comprehensive ability,Among them,student interaction has the greatest impact on the appreciation of capacity,The second is the extracurricular learning investment and student interaction,The smallest impact is the in-class learning investment;On the impact on the appreciation of academic performance,In-class learning input is promoting,while student-student interaction has a negative effect,Student-teacher interaction and extracurricular learning investment have no significant impact on the improvement of academic performance.Fourthly,the analysis of the influence of learning experience based on longitudinal tracking data on the appreciation of academic achievement found that students’ learning experi-ence increased in all dimensions during the four years.With the passage of time,the inter-action between students and teachers increased the most,followed by extracurricular learnin-g investment,then in-class learning investment,and the least student interaction.With the growth of grade,the comprehensive ability and academic performance have also increased,and the value of comprehensive ability is higher than the academic performance.In the inf-luence model on academic appreciation,demographic variables have a significant effect on it,only whether the first generation of college students have a significant impact on the in-tercept of comprehensive ability development;but not only on academic performance,gend-er not only affects the initial intercept of academic performance,but also significantly affec-ts the appreciation of academic performance.In-class learning input,student interaction,student interaction and extracurricular learning investment can significantly improve the apprecia-tion of comprehensive ability.However,in-class learning investment can promote the appre-ciation of academic performance,and student interaction has a negative effect on the appre-ciation of academic performance.Compared with the model development fitting index of the linear growth model and the nonlinear growth model,the nonlinear growth model is more consistent with the academic value-added development of students in the current rese-arch sample.In view of the above conclusions,the countermeasures and suggestions to improve col-lege students’ academic achievement are put forward:first,carry out education according to the law and pay attention to students’ academic value;second,pay attention to students’learning experience and improve academic value;third,pay attention to the differences of sub-groups and promote educational equity.