The actuality and influences of undergraduates’ participation in high impact educational practices in Chinese universities

Abstract

High Impact Educational Practices (HIPs) are effectively educational practices that have an important impact on student learning and development. The purpose of this study is to investigate the impact of different types of high-impact educational activities on students’ learning outcomes. The data comes from the 2019 “tracking research survey on learning and development of Chinese college students,” in which undergraduates from 39 Chinese colleges and universities participated. This study first clarified the concept and classification of high-impact educational activities, and then used multiple linear regression analysis to analyze the impact of three types of high-impact educational activities, including extended learning activities, research-related activities, and social practice activities, on students’ learning gains. It’s found that most Chinese college students do not perform well on HIPs, while the “Double First-Class” university students engage more than other colleges. Participating in HIPs has a significant impact on students’ knowledge, ability and values, especially on the latter two. This study provides valuable enlightenment for universities on how to promote students’ participation in high impact educational activities and improve the quality of higher education.