The Influencing Factors of Students’ Learning Quality: A Case Study of Tianjin College, University of Science and Technology Beijing

Abstract

In the context of the connotation-oriented development of higher education, improving the quality of student learning has become a core concern for universities. Exploring the factors influencing learning quality is essential to optimizing teaching practices and cultivating high-quality talents that meet social needs.
The objectives of this study were: 1) to investigate the impact of students’ self-learning ability on students’ learning quality. 2) to investigate the impact of teachers’ teaching quality on students’ learning quality. 3) to investigate the impact of teachers’ influence on students’ learning quality.
This research employed a quantitative design using a questionnaire survey as the primary method, supplemented by relevant literature review. The study population comprised of students of Tianjin College, University of Science and Technology Beijing. A total of 400 questionnaires were distributed using simple random sampling, and 367 valid responses were collected. The instrument was a structured Likert-scale questionnaire covering three dimensions. Data were analyzed through reliability and validity testing, correlation analysis, and multiple regression analysis.
The findings demonstrated that all three factors had a significant positive impact on students’ learning quality. Among them, students’ self-learning ability exerted the strongest influence, followed by teachers’ teaching quality, and teachers’ influence. The results indicated that self-learning enhanced academic performance, knowledge internalization, and critical thinking, while high-quality teaching improved comprehension, engagement, and efficiency. Teachers’ personal influence, though weaker, still contributed positively by shaping learning attitudes, motivation, and values. The regression model explained 74.2% of the variance in students’ learning quality, confirming its strong explanatory power.
The study concluded that student self-learning played the most decisive role in improving learning quality, supported by teaching quality and teacher influence. To enhance the overall effect, it is suggested that 1) To cultivate students’ self-learning ability, it is necessary to integrate method guidance, build resource platforms, incorporate self-study outcome evaluations, and promote group improvement through study groups; 2) To enhance the teaching quality of teachers, they need to optimize the course content, explore diverse teaching methods, and dynamically adjust teaching. Schools should set up centers to provide support; 3) To enhance the influence of teacher education, teachers should care for students, guide their concepts, integrate with the cutting-edge of their disciplines, and at the same time create a good environment and build a trusting teacher-student relationship.

Keywords: student self-learning, teaching quality, teachers’ influence, learning quality

6717195004 Hu Yangliu, Advisor: ดร.จิดาภา ชลธารรัตนพงศ์ – Dr. Jidapa Chollathanrattanapong, สารนิพนธ์ (Independent Study), The Influencing Factors of Students’ Learning Quality: A Case Study of Tianjin College, University of Science and Technology Beijing, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย