College Entrance Research Articles

The Impact of Metacognition on Scores in the Cloze Tests of the New College Entrance Examination for English in Jiangsu Province: A Case Study of English Teaching in the Flow Classroom at Nanjing No.5 Senior High School

With the continuous reform and development of China's education system, the position of metacognition in language learning has gradually been emphasized. The New College Entrance Examination in Jiangsu Province, which is part of China's secondary education curriculum reform, imposes stricter and broader requirements on students' English proficiency. Under this new situation, it is particularly important to study in detail the use of metacognition in the English subject and to analyze the effect of metacognition on students' performance in the English Completed Gaps section of the New College Entrance Examination. In order to better understand how metacognition can help students improve their performance in the English Cloze Exam, this study will take a process in "Flow classroom" of Nanjing No.5 Middle School as a case study. The English curriculum and teaching methods of the "class" in Nanjing No. 5 Middle School are characterized by the school's high-quality teaching resources. The study also emphasizes practice and innovation to develop students' metacognitive skills. Therefore, through empirical cases, it can be better understood the role of metacognition in actual classroom teaching and practical tips to help students achieve better grades in the College Entrance Examination.

An Analysis of Educational Equity in American University Entrance Selection from the Perspective of Cultural Capital

An Analysis of Educational Equity in American University Entrance Selection from the Perspective of Cultural Capital

The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively

The Role and Relevance of Foreign Universities in Making Indian Higher Education Internationally Empowered

In the contemporary knowledge economy, providing sufficient access to diverse and globally competitive higher education institutions for the younger generation is a critical responsibility of the state. However, given India's vast population, it is not feasible for the government alone to meet the immediate demand for higher education opportunities for all eligible individuals. While the domestic private sector can complement government initiatives in offering higher education, the presence of foreign educational institutions is vital for demonstrating esteemed educational practices in developing countries like India. The entry of foreign universities can enable domestic institutions to seek and adopt new pedagogical strategies and research practices, thereby elevating the overall quality of the higher education sector. This proposed study examines the role and relevance of foreign universities in empowering Indian higher education to achieve international standards. The study is more qualitative in nature as it reflects the public's concerns over the role and relevance of foreign universities in the country. Through a comprehensive review of relevant literature, the study aims to identify existing research gaps. The present paper is an investigation of the diverse ways in which the establishment of foreign universities here can contribute to the smooth and speedy enhancement of Indian higher education to consistently compete internationally.

Gender Differences in Reactions to Failure in High-Stakes Competition: Evidence from the National College Entrance Exam Retakes

Gender Differences in Reactions to Failure in High-Stakes Competition: Evidence from the National College Entrance Exam Retakes

The impact of honors education on students’ academic and innovative achievements: a longitudinal study in China (2011–2021)

Honors education has ascended as an integral element within the sphere of global higher education, concentrating on fostering individuals who exhibit creativity and a history of innovative achievements. Despite its widespread adoption, there remains a scarcity of exhaustive longitudinal studies investigating its effects and associated variables. To address this shortcoming, this study deploys rigorous structural equation modeling (SEM) and linear regression analyses to meticulously examine a dataset comprising 319 students, who enrolled over a decade (2011–2021) in a prestigious honors college at a preeminent university in China. The primary objective is to discern the predictive efficacy of Chinese honors education selection criteria on students’ creative and academic accomplishments. This endeavor strives to clarify the complex interplay among students’ creative personalities, academic performance, creative achievements, and standardized college entrance exam scores. The findings emphasize that individuals who exhibit enhanced creative personality traits are predisposed to elevated levels of both innovation and academic attainment (β = 0.170, p = 0.017). Additionally, a significant inverse relationship is observed between general learning aptitude and subsequent academic performance (β = −0.008, p = 0.023), while students pursuing science disciplines demonstrate superior innovation outcomes compared to their liberal arts counterparts (β = 0.125, p = 0.048). Interestingly, neither gender nor general academic prowess exerts significant predictive power over collegiate innovation (β = −0.002, p = 0.134). These empirical insights equip policymakers and scholars with nuanced perspectives on the determinants shaping students’ refined educational experiences, thereby inciting critical discourse concerning the refinement of selection criteria and the imperative of nurturing students’ creative proclivities.

A Study on the Blockchain Acceptance Intention for Improving the Reliability of Student Submission Data and Efficiency of Administrative Processing, such as the College Entrance Screening Department

In this study, we explored the acceptance factors of Blockchain technology, a fourth industrial innovation technology, for efficient management of basic admission data such as school records that require transparency, security, efficiency, and reliability. Factors for accepting Blockchain technology were derived through in-depth interviews with university admissions officers, and a Delphi survey and stratification analysis (AHP) were conducted on a total of 42 people, including admissions officers, university professors, high school seniors' homeroom teachers, and admissions academy counseling experts. carried out. The in-depth interview consisted of an open-ended survey on four aspects, including behavioral affordance, constraints, effectiveness, and efficiency, based on Donald A. Norman, International Standards (ISO), and Nielsen's theory, and closed-ended questions from 42 admissions-related experts. The importance and priority of the factors derived through this study were analyzed. As a result, the importance of the top factors was in the following order: efficiency (0.414), effectiveness (0.309), behavioral affordance (0.154), and constraints (0.123). The sub-factors are: efficiency is 'reduction of admission management burden'(0.235), effectiveness is 'ensuring fairness in admissions'(0.284), behavioral affordance is 'unfairness of entrance exam results'(0.324), and constraint is 'ambiguity and distrust of the admission system'(0.314) showed the highest importance, respectively. The research results showed that the efficient aspect of “how much the burden of admission management is reduced” should be considered as the most important factor in accepting Blockchain technology into the university admissions system.

Comparative Study of the National Test Based on Core Competencies (Sichuan Version) and the New National College Entrance Examination (National Version)

This study aims to comparatively analyze the differences in the Chinese language component between the National Curriculum (Sichuan) based on core competencies and the New National Curriculum for the College Entrance Examination. With the upcoming reform of the “New National Curriculum for Chinese Language in the College Entrance Examination” in Sichuan region in 2025, understanding the similarities and differences between the two is crucial for educational practitioners and students in the region. The research finds that the New National Curriculum places a stronger emphasis on the assessment of core competencies, including language comprehension and application, thinking development and quality, cultural inheritance and innovation. In contrast, the National Curriculum (Sichuan) focuses more on the assessment of basic knowledge and skills. This study aims to provide references for educational practices in Sichuan, assisting teachers and students in better adapting to the requirements of the new college entrance examination.

Research on Application and Significance of Phonology in Linguistics

Ancient poetry reading is an indispensable part of high school learning, and it is also a compulsory part of the college entrance examination. Many students have difficulties in learning ancient poetry and prose, namely, poor understanding and low efficiency. This study uses the phonology knowledge rarely involved in high school as the research object, and analyzes the artistic conception of some ancient poems by using relatively simple techniques such as sticky pairs and rheology. The study aims to discover phonological knowledge and promote students' learning of ancient poetry and prose.

Stress and Cognitive Performance: Evidence from a South Korean Earthquake

Abstract Studies have identified negative effects of cortisol, a stress hormone, on academic performance. Because natural disasters induce community-wide stress, students who experience natural disasters may subsequently perform worse academically. Our study is the first to examine the immediate effects of close exposure to a natural disaster on academic performance. We examine the impact of the 2017 Pohang earthquake in South Korea on college entrance exam scores. The 5.4 magnitude quake occurred one day before the scheduled nationwide college entrance exam date, necessitating its postponement for one week. Several aftershocks occurred during that postponement period. We find that the earthquake decreased the reading test scores of students in the Pohang area by 0.05 standard deviation but had no effect on math test scores. The reading test was administered earlier in the day than the math test, so these findings suggest that students taking exams in post-traumatic situations might be able to perform better after a warm-up testing period. Finally, male students suffered the largest adverse impacts on their reading test scores, with serious implications given the high-stakes nature of the exams.

Java web development: Design and implementation

As society becomes more and more competitive, the pressure of exams faced by students is also increasing. For example, high school students are about to face the college entrance examination, college students face the graduate school examination, graduates face the job, and many other problems. The pressure on students is increasing, which may lead to psychological problems that may jeopardize their physical and mental health. To prevent students from having psychological issues, this project researched a Java web that analyzed students heart problems and provided corresponding solutions according to the problems. In this Java web, a heart questionnaire evaluation is provided, which is divided into selective questions and scored according to the users filling in the situation. According to the users scores combined with the big data, the users existing heart problems was analyzed. The users score is combined with big data to analyze the users heart problems, and finally feedback to the users heart problem suggestions. This mental health assessment helps students to face the stress of lifes difficulties positively and to maintain a positive attitude to deal with any difficulties.

The Influences of Reforms of Higher Education in China on Education Equality

Thanks to the rapid development of a knowledge-based economy, people rely more and more on higher education. Thus, they pay more attention to the equality of higher education. This essay discusses the influences of three significant higher education reforms, including reforms during the Cultural Revolution, resumption, expansion, and reforms of the National College Entrance Examination on education equality. Unlike traditional opinions that reforms during the Cultural Revolution were a disaster to higher education, the research finds that reforms during the Cultural Revolution helped reduce education inequality among social classes and narrow the gap in education resources between urban areas and rural areas. During the commencement of the National College Entrance Examination, students face a challenging and limited opportunity to pursue higher education. It increases education inequality across regions and ethnic groups and widens the gap of education resources and chances between rural migrants and local residents. The expansion and reforms of the National College Entrance Examination provide students more opportunities to acquire access to higher education and give students who need to improve at mandatory subjects but have talents in other fields a chance to enter universities without a high score in the National College Entrance Examination.

Chinese University Students' Growth in Critical Thinking: Accounting for School Transition and Selection Effects

Evaluating cognitive ability and skills development in higher education presents challenges because the focal outcome often serves as, or at least is reflected in, selection criteria for college admission decisions. Additionally, the baseline abilities and skills gained from earlier educational experiences impact students' further learning outcomes. To address these challenges, we propose an integrated framework for estimating students' growth that accounts for lasting transition effects and varying selection effects. Using a nationally representative longitudinal sample of Chinese university students, we found that students experienced medium-sized growth (0.67) in critical thinking skills, with a large effect size observed for evaluating the reasoning of an argument, a medium effect size for evaluating argument implications, and no significant growth in evaluating argument credibility. Our estimates of transition effects showed that the impact of earlier education experience on students' critical thinking growth diminished in the college years. After controlling students' socioeconomic status and the college entrance examination scores, we found that the within-university advantage in the college entrance examination served as a factor in explaining the university impacts on students’ critical thinking. Our findings provide rich insights into improving the evaluation of critical thinking skills in Chinese universities, and our illustrative framework can also be applied to similar education contexts.

Effects of Entry Grades on Students' Academic Performance Under Homogeneous Educational Resources.

A minor difference in college entrance examination scores can result in vastly different educational resources in China, so it has been debated whether it is the difference in the student population or the difference in educational resources that causes the difference in medical graduates. We aimed to evaluate the effects of entry grades on students' academic performance under homogeneous educational resources. Students in grade 2016 with 13-point difference in the average admission scores of 2 medicine schools in Sun Yat-sen University were educated in mixed classes and were taught with the same educators during the 5 years of undergraduate period. The grades, graduation, and postgraduate enrollment rates of the students were compared between the two campuses. The average admission scores for Shenzhen Campus (SZC) students are 13 points lower than those of Guangzhou North Campus (GZNC) (613 points vs 626 points). After 5 years of homogeneous education, comparing the GZNC students with the SZC students, there were no significant differences in the average total score (80.2 ± 4.6 vs 80.0 ± 5.6, P = 0.691), the average compulsory course (78.9 ± 3.4 vs 78.4 ± 6.1, P = 0.438), the average core course score (78.8 ± 7.4 vs 78.7 ± 5.0, P=0.860) and the average clerkship score (85.1 ± 7.2 vs 84.6 ± 2.7, P=0.275). However, the completion rate for SZC was higher than for GZNC (93.94% vs 86.27%, P=0.009). There was no statistical difference in postgraduate enrolment between the two institutions (P=0.758). Given the same educational resources, more medical students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. This finding suggests that a key component of improving the quality of medical higher education in China may be to further rationalize the allocation of high-quality educational resources, rather than to pursuing students with high entrance examination scores.

The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds

Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these de-tracking reforms were, as intended, associated with a change in students’ educational aspirations and whether they reduced socioeconomic disparities in students’ educational aspirations. We analyze representative data of around 65,000 ninth graders from states with and without reforms from pre- and post-reform periods (2012 to 2018), using a Difference-in-Differences approach and a regression of students’ educational aspirations on their socioeconomic backgrounds. Our results suggest that students’ educational aspirations have increased in the wake of the de-tracking reforms, but that socioeconomic disparities in students’ educational aspirations have increased rather than weakened. Implications for tracking practices and socioeconomic disparities are discussed.

Pacific Islands Families Study: Food insecurity during pregnancy and secondary school educational achievement

The nutritional environment in early life is a key factor for brain development and function. It is important to understand the relationship between early life nutrition and academic achievement in adolescence. The Pacific Islands families (PIF) birth cohort(1) were born in the year 2000. When their child was 6 weeks old mothers were asked questions concerning food security over the last year. Two binary measures of food security were derived as previously used in PIF and also by the Ministry of Health (MOH). Records of academic achievement for 649 youth were obtained from the National Certificate of Educational Achievement database in 2019. Highest qualifications and a composite ranking score allowed achievement to be assessed at levels 1, 2 and 3 of NCEA and for University Entrance (UE, lowest to highest). More females (27%) than males (18%) achieved UE as their highest qualification and more males (40%) than females (31%) achieved level 1 or 2 as their highest qualification. UE was achieved by 25% of those born into food secure households and 17% from food insecure households. Logistic regression demonstrated that being female increased the odds of achieving UE 1.8 fold and food security a further 1.6 fold. The prevalence of food insecurity was not different by sex but high at 29% and 42% using the PIF and MOH measure of food insecurity respectively. This work emphasises the importance of maternal and early life food security for subsequent academic achievement and the well-being of future generations.

A Study on the Economic Education According to the Change of High School Curriculum and College Entrance in China

A Study on the Economic Education According to the Change of High School Curriculum and College Entrance in China

제3국 출생 탈북민 자녀들의 영어 학습 동기: 회고적 모티그래프와 면담을 통한 사례연구

This research aims to explore the factors that influence the motivation and demotivation
 of third-country-born North Korean defectors in their English learning experiences, both before
 and after settling in South Korea. Motigraph and semi-structured interviews were conducted
 with two third-country-born North Korean defectors, and the transcribed interviews were
 analyzed based on Grounded theory. Overall, motivation to learn English significantly
 increased after settlement in South Korea. Prior to settlement, factors such as accessible or
 easy English classes and the aspiration to enter middle school positively impacted motivation,
 whereas memorization-oriented teaching methods decreased English learning motivation.
 Post-settlement, specific learning goals such as employment or university entrance, teacher
 encouragement, and comparison with South Korean students, emerged as motivating factors.
 However, challenges such as learning English grammar and difficulties with English language
 acquisition in a Korean-speaking environment made learning English difficult. Finally, we
 discussed strategies to assist third-country-born North Korean defectors in adapting to English
 education after settling in South Korea, focusing on practical and educational support.

북한이탈대학생 대학입시특별전형에 관한 쟁점과 개선방안 연구

This study analyzed the collegiate experiences of North Korean defector students admitted via special admissions, scrutinized the challenges of this system, and proposed enhancements. Employing a qualitative case study approach, it involved 10 defector students and 6 experts, including professors and field specialists, totaling 16 participants. Data from Focus Group Interviews (FGI) highlighted six themes across two categories about the special admissions process challenges. The first category showed the positive impact of special admissions, such as facilitating university entry for defectors, enhancing their social capital, and aiding integration into Korean society. The second category focused on challenges like academic gaps, anxiety over their special admission status, and career choice difficulties. These findings, compared with previous research, underscored three main issues with the special admissions system. The study suggests improvements to better support North Korean defector students.

고3 수험생 자녀를 둔 아버지의 가족관계 경험

The purpose of this study is to explore family relationship experiences of a father whose child prepares college entrance and to find out its meaning. In-depth interviews were conducted with five fathers. The data was analyzed based on Interpretative Phenomenological Analysis. Participants in the study experienced family relationships by “taking a step back from feelings that cannot be revealed,” “accumulated anxiety and burden”, “increasing authority through mediation and decision-making assistance,” and “invisible hard work and maturity”. Participants experienced anxiety and fear of damage to family relationships while supporting children’s college entrance exams, but could not reveal them. Participants used distancing and rationalization strategies in their children’s academic areas to eliminate worries and anxiety. Participants listened to their wives who were tired of applying for the entrance exam, cared for their children who were sensitive to the entrance exam, and at the same time, were physically exhausted by the burden of private education expenses and supporting their children. Participants experienced the ability to mediate conflicts between children and wives with a rational attitude and help their children make decisions. In this process, the participants felt sorry for their lack at the limit of accountability as middle-aged office workers and fathers, and they could not see their hard work and maturity. This study presented the father’s subjective world experiences and provided an understanding of multi-layered family relationships.