The Evaluation of Educational Quality in Ethnic Minority Schools - A Case Study of Yunnan Minzu University
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Abstract
This study examines the factors influencing the quality of education at Yunnan Minzu University, a leading institution for ethnic minority education in China. The research aimed to (1) investigate the current teaching quality and (2) propose strategies to improve educational outcomes at the university. The study involved 389 students aged 19–28, sampled through simple random sampling. A structured questionnaire was employed to verify validity using the Content Validity Index (CVI) and Index of Objective Consistency (IOC). Statistical analyses included Pearson’s correlation coefficient and multiple regression analysis to explore relationships among diverse evaluation methods, systematic feedback, and educational quality.
Key findings revealed that diverse evaluation methods (β = 0.337, p < 0.01) and systematic feedback (β = 0.323, p < 0.01) significantly contribute to educational quality, aligning with Hypotheses 1 and 2. The study highlights infrastructural deficiencies and inequitable resource allocation as challenges, proposing strategies such as infrastructure upgrades, faculty development, and tailored curricula to address these issues.
New knowledge derived from this research emphasizes the interplay between evaluation methods, feedback systems, and inclusive teaching practices, which collectively enhance educational quality in ethnic minority contexts. The findings inform actionable strategies for fostering equitable and culturally relevant education, supporting the academic success and cultural preservation of ethnic minority students.
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