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| Comparison of the early stages of the development of independent student enrollment |
| LIU Xiaohui1 TIAN Runping1 ZHAO Jianlei2 AI Hua3 WANG Ying1 QIAO Qingbin1 XU Meilin1 ZHOU Yizhen1 |
1.Office of Enrollment and Employment, Beijing University of Chinese Medicine, Beijing 102488, China;
2.College of Chinese Medicine, Beijing University of Chinese Medicine, Beijing 102488, China;
3.Department of Student Work, Beijing University of Chinese Medicine, Beijing 102488, China |
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Abstract Objective To explore the laws and similarities between the independent enrollment sources and the general enrollment sources in the early stages of school development after admission. Methods From September 2018 to August 2019, part of the independent admissions students (experimental group) and ordinary admissions students (control group) admitted by Beijing University of Chinese Medicine in 2017 were used as research objects. Campus cultural activities were compared with the four dimensions of social practice, psychological quality and personal development satisfaction score. Results In 2018, a total of 190 questionnaires were issued, and 176 were effectively recovered, with an effective recovery rate of 92.63%. While in 2019, 350 questionnaires were issued, and 316 were effectively recovered, with an effective recovery rate of 90.29%. In 2018, the interpersonal skills and relationship scores of the experimental group were higher than those of the control group, and the differences were highly statistically significant (P ＜ 0.01). In 2019, the interpersonal communication ability, the relationship with the teacher, and the relationship with the classmates of the experimental group were higher than those of the control group, the differences were statistically significant (P ＜ 0.05 or P ＜ 0.01). In 2018, the participation in campus cultural activities score of the experimental group was higher than that of the control group, the difference was statistically significant (P ＜ 0.05). In 2019, the views on social practice and participation in campus cultural activities of the experimental group were higher than those in the control group, and the differences were highly statistically significant (P ＜ 0.01). In 2018, the positive emotion score of the experimental group was significantly higher than that of the control group, while the negative emotion score was lower than that of the control group, and the differences were highly statistically significant (P ＜ 0.01). In 2019, the positive affective score of the experimental group was significantly higher than that of the control group, and the difference was highly statistically significant (P ＜ 0.01). In 2018, the learning ability, innovation ability, practical hands-on ability, and adaptability satisfaction score of experimental group were significantly higher than those of the control group, the differences were statistically significant (P ＜ 0.05 or P ＜ 0.01). In 2019, the satisfaction scores of academic development, innovation ability and practical ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P ＜ 0.05). Conclusion As far as the surveyed items are concerned, the comprehensive quality of independent enrollment students is relatively higher than that of ordinary enrollment students in the early stages of university education.
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