A Qualitative Study on Academic Performance in the Gaokao System: Examining Stress, Social Inequality, and Teacher Autonomy

Abstract

Poor academic performance in the Gaokao system has led to a national crisis for institutions, requiring mitigation to achieve high student excellence. In China, students and teachers at the Agricultural University of Hebei and Baoding University in Baoding have experienced poor academic performance, which is attributed to academic stress, social inequality, and inadequate teacher autonomy, resulting in deprived academic outcomes. This study investigates the qualitative study on academic performance in the Gaokao System, examining stress, social inequality, and teacher autonomy. This study employed a case study design, targeting a location of the Agricultural University of Hebei and Baoding University in Baoding, Hebei Province, China. The research employed a case study design, focusing on the Agricultural University of Hebei and Baoding University in Baoding, Hebei Province, China. The researcher conducted interviews with 12 participants (six from each university) to assess the academic performance of Gaokao students. The participants included students (aged 18-30) and teachers (aged 31-60). Data was collected through interviews, observations, and document analysis, and analysed using NVivo version 12 software. The results confirmed that students and teachers face challenges related to Gaokao exam preparation, which impact their performance and productivity. Furthermore, social and economic inequalities have a profound impact on educational outcomes. Improved teaching and support for teachers have established clear goals for both students and teachers, fostering a collaborative environment focused on student success. In conclusion, reducing academic stress and addressing social inequalities have helped boost students' academic performance and lessen teachers' challenges in guiding the learning process. Enhancing teacher autonomy has led to greater flexibility and consistency in teaching methods, resulting in improved performance in the Gaokao exam in China. This study fills a gap identified in previous research, contributing to the existing knowledge and supporting the academic success of Gaokao students in China.