Title: A Study of Teacher-Student Collaboration to Enhancing Student Engagement in Blended Learning —A Case Study of Yunnan University
Author: Chen Yuan
Advisor: ดร.จิดาภา ชลธารรัตนพงศ์ – Dr. Jidapa Chollathanrattanapong
Degree: Master of Business Administration
Major: Educational Management
Faculty: บัณฑิตวิทยาลัย (Graduate School)
Academic year: 2566 (2023)
Published: Asia Pacific Journal of Religions and Cultures, Vol 8 No.2 (July-December 2024) AJRC
Abstract
In the evolving landscape of Chinese education, the application of the Social Justice Leadership Theory (SJLT) in middle schools offers a unique approach to addressing academic excellence while promoting social equity and holistic student development. Meihua Middle School faces significant deficiencies in advocacy and equity within its existing educational leadership framework, resulting in lower student achievement and diminished enthusiasm for learning. The objectives of this study were: 1) To examine the relationship between equitable resource distribution and student performance, 2) To examine the relationship between inclusive curriculum and teaching practices and student performance, 3) To examine the relationship between school climate and culture and student performance.
This study adoptsed the quantitative research method, selected for its effectiveness in collecting data to analyze relationships and testing hypotheses, focusing on variables related to the Social Justice Leadership Theory within the context of Meihua Middle School. Out of the 800 questionaires distributed at Meihua Middle School, 700 were returned, resulting in a response rate of 87.5%. After excluding 50 questionaires due to missing data or inconsistencies, 650 questionaires, accounting for 92.86% of the returned questionaires, were deemed valid and suitable for analysis.
The paper found that : 1) there is a positive correlation between equitable resource distribution and student performance, 2) there is a positive correlation between inclusive curriculum and teaching practices and student performance, and 3) there is a positive correlation between school climate and culture and student performance .
And in response to these findings, strategic measures to enhance student academic performance include strengthening equitable resource distribution, enhancing inclusivity in curriculum and teaching, fostering a positive school climate, and establishing mechanisms for continuous monitoring and feedback. The Social Justice Leadership Theory (SJLT) can address these issues by promoting inclusivity, equitable resource distribution, and support for marginalized students, ultimately enhancing student performance and engagement.
Keywords: Social Justice, Equity in Education, Student Performance
A Study of Teacher-Student Collaboration to Enhancing Student Engagement in Blended Learning —A Case Study of Yunnan University
6517195013 Chen Yuan 2566 (2023) A Study of Teacher-Student Collaboration to Enhancing Student Engagement in Blended Learning —A Case Study of Yunnan University สารนิพนธ์ (Independent Study), Advisor: ดร.จิดาภา ชลธารรัตนพงศ์ – Dr. Jidapa Chollathanrattanapong, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, International Business Management, Bangkok: Siam University
Academic Year 2023, Graduate School 2023, IMBA, IMBA 2023, Independent Study, Independent Study 2023, Master of Business Administration, Master of Business Administration (International Program) 2023, Master of Business Administration 2023, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration,International Business Management