Factors affecting the Chinese language performance of primary school students

Dear Respondent,

I am conducting a research to understand the influence of family factors, school factors, student personal factors, and social factors on the Chinese language performance of students in Dehua Experimental Primary School, Quanzhou City. Please answer the questions honestly based on your actual situation and opinions. It will take about 5-10 minutes to complete the questionnaire. This questionnaire does not collect any personal data and is only for academic research. Your answers will be kept strictly confidential.

Thank you very much for your valuable time and insights. Thank you for participating in this research.

Best regards,

Zeng Huahua

Master's student in Education and Sociology

Rajamangala University of Technology Bangkok, Institute of Science Innovation and Culture

Email: z879552912@163.com

Mobile:  8613338425137

I have read and agree to participate;
Part one: family factors
Parents' education level (based on the person with the highest educational attainment)
2 Home cultural atmosphere (reading activities)
Children read extracurricular books at home ≥3 times a week
Children actively participate in literary activities (recitation/writing)
At home, buy children's books at least once a quarter;
2Home cultural atmosphere (parent-child communication and exchange)
Children take the initiative to share the situation of language learning at school
Parents discuss books/essays with children ≥2 times a week
Children relax when chatting with parents
2Home culture atmosphere (learning support environment)
Setting up a special desk and bookshelf for children at home
Parents check and give feedback on Chinese homework.
Parents should accompany children in reading textbooks/correcting compositions at least 3 times a week.
3. Family economic situation
Part two: School factors
1. School factors (teaching level)
My Chinese teacher's class is vivid and interesting, which makes me like learning Chinese.
The teacher's lecture is clear and easy to understand.
Homework and classroom activities help my Chinese learning.
The teacher will provide individual guidance based on my learning issues.
2 School factors (educational resources)
Schools have sufficient resources for Chinese language learning (books/multimedia equipment)
The types of Chinese language reading materials in the school library are rich and diverse.
The school regularly holds activities such as recitation and writing.
3 School factors (class size)
The number of students in a class affects the teacher's attention to me.
I have the opportunity to express myself during classroom discussions.
The classroom discipline is good under the current class size.
Part Three Personal Factors
Personal factors (interest in learning)
I actively seek out extracurricular books to read in Chinese.
I like to read aloud the text or ancient poetry.
I enjoy the process of writing an essay;
I will share interesting Chinese language knowledge with my classmates.
Personal factors (learning habits)
I read/preview the text at a fixed time every day.
When I come across words or sentences I don't understand, I will look them up in the dictionary or ask the teacher.
I will mark the key points of the text in different colors.
I regularly review my Chinese notes and wrong answers.
Personal factors (learning motivation)
I study Chinese because I like the expression of words.
Parents will reward me for doing well in Chinese.
Learning Chinese can help me get into a good middle school.
Winning awards in the Chinese competition gives me a great sense of accomplishment.
Part Four: Social Factors
Social factors (social environment)
My main place of study (home/library) is quiet and clean
I can easily access Chinese language resources (library books/online learning platforms)
The Chinese language learning resources (books/websites) I often use have high-quality content and are easy to understand.
Social factors (cultural atmosphere)
The school has a strong literary atmosphere (such as corridors displaying famous quotes, book recommendations)
The school often organizes activities related to Chinese learning (such as recitation contests, writing contests, book clubs, etc.)
The teacher encourages us to participate in literary activities (recitation/creation).
Students often discuss books or share compositions
Social factors (community support)
There are places in the community for us to learn and communicate (such as libraries, activity centers)
The community environment is clean and quiet with little disturbance.
I have used the community learning place (library/activity center).
I have participated in the reading/writing activities organized by the community.
Social factors (psychological safe environment)
In language class, I have the same opportunity to speak/participate as other students
I feel safe in my learning place (school/community).
When I encounter difficulties in learning Chinese, I can seek help without hesitation and without worrying about being ridiculed.
Even if there are mistakes in my Chinese homework or answers, the teacher will encourage me to keep trying.
Part Five Learning Performance
I am satisfied with my Chinese exam results.
I can independently complete the book report assigned by the teacher.
I can summarize the main content and moral of the text.
I will use the good words and sentences in the text in my composition.
Part Six General Information
1. Gender
2. Grade
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