Investigation on Learning Situation of Primary and Middle School Students in Minority Areas in Northern Guangdong

Abstract

The research group investigates 2,231 primary and middle school students from 11 schools in minority areas in Northern Guangdong through questionnaires with minority students occupying 43%. According to investigation results, in terms of satisfaction with school infrastructure, home learning environment and resources, course learning, learning motivation and ideal, academic attribution, and acceptance of others etc, primary and middle school students have generally smaller ethnic difference than gender difference and learning stage difference; middle school students have more significant difference than primary students from many aspects; and difference between male and female students is basically consistent with traditional gender concept and performance. Through investigation on current situation of basic education for ethnic minorities in less developed areas in an economically developed province, this paper discusses about the development of basic education for ethnic minorities in Northern Guangdong. The author mainly uses questionnaire survey with research objects of a total of 11 senior middle schools, middle schools and primary schools mainly for minority students in Ruyuan Yao Autonomous County in Shaoguan City, Shixing County in Shaoguan City, Lianshan Zhuang-Yao Autonomous County in Qingyuan City, and Liannan Yao Autonomous County in Qingyuan City, where ethnic minorities mainly gather. The questionnaire mainly consists of closed and open questions, and the former is dominant. 2,231 valid questionnaires are recovered, and minority students account for 43% of the total number of investigated students. Questionnaire data is processed by SPSS software. Differences in statistical results of this paper, such as more or less etc, are significant statistical differences. I. Investigation results and analysis This paper classifies questionnaire data statistics into several dimensions, including satisfaction with school infrastructure, home learning environment and resources, course learning, learning motivation and ideal, academic attribution,