Social Mobility and Factors Influencing Academic Achievement among Undergraduate Students in Shandong, China

Abstract

The poor academic achievement of students has caused a crisis, which has affected their reputation and requires mitigation to achieve high student excellence. In China, students at the University of Jinan and the Qilu University of Technology in Shandong have experienced poor academic achievement, which is attributed to a lack of social mobility, educational inequality, and inadequate utilisation of digital technologies, resulting in subpar academic outcomes. This study investigates the social mobility and factors influencing academic achievement among undergraduate students in Shandong, China. This study employed a case study design, targeting a location of the University of Jinan and the Qilu University of Technology in Shandong, China. The research employed a case study design, focusing on the University of Jinan and the Qilu University of Technology. The researcher conducted interviews with 20 participants (ten from each university) to assess the academic achievement of students. The participants included students (aged 16-40) from both universities. Data was collected through interviews, observations, and document analysis, and analysed using NVivo version 12 software. The results confirmed that students face challenges due to poor social mobility, which negatively impacts their academic achievement. Furthermore, education inequalities have a profound impact on educational outcomes. The improved leveraging of digital technologies has a significant impact on academic achievement, thereby enhancing students' digital literacy and skills. In conclusion, enhancing social mobility and addressing education inequalities have helped boost students' academic achievement and lessen teachers' challenges in guiding the learning process. Enhancing the leveraging of digital technologies has significantly contributed to the development of students' academic achievement, having a positive impact on both students and teachers. This study fills a gap identified in previous research, thereby contributing to the existing body of knowledge and supporting the academic achievement of students in China.