Exploring the Influence of Undergraduate Students' Sense of Educational equity on Academic performance

Faculty of Education and Human Development, The Education University of Hong Kong, 999077, Hong Kong SAR, China

^* Corresponding author: s1151329@s.eduhk.hk

Abstract

This study randomly selected 550 undergraduate students from Heze University for a questionnaire survey, aiming to examine whether their perception of educational equity has an impact on their academic performance. The results of this survey indicate that more than half of the students reported having experienced educational inequality in their academic careers, and the overall sense of equity among the tested students was relatively high (average score of 4.055, total score of 5). The results of this study indicate that the three dimensions of the survey questionnaire, namely the sense of educational opportunity equity, the sense of equity in the educational process, and the sense of equity in educational outcomes, were subjected to descriptive statistical analysis and regression analysis on the average scores of 19 questions and the academic performance of students. The results were all at the 0.01 level (two tailed), indicating a significant correlation. This indicates that the sense of educational equity among college students will have a certain impact on their academic performance. Similarly, compared to similar studies on junior high school students in the past, the same results have been obtained, indicating that a sense of educational equity will have a certain degree of impact on students' academic performance.