Published Jan 31, 2020

Yahui Tian

Jijun Yao  


Using meta-analysis, this study analyzes a total of 20 effects on 11 articles on the impact of Chinese school resource investment on student performance. We found that: 1) the overall impact of school resources on student performance is significant (effect amount is 0.093, p = 0.001); 2) compared with the effect of school human resources investment and financial resources investment, human resources are superior, the effect amounts are 0.121 (p <0.01), 0.120 (p = 0.014); the effect of material resource is the lowest, but the impact is also very important with an effect amount of 0.099 (p = 0.009); 3) in human resource investment, teacher experience, teacher education, teacher qualifications, teacher training, teacher titles, and student-teacher ratios all have a positive and significant impact on student performance. Among the material resources, computer networking rates, average student fixed assets, average classroom and school areas affect students’ achievements significantly; 4) from a disciplinary perspective, the impact of school resource investment on Chinese language and mathematics is more significant, and from a regional perspective, the impact on central and western regions is more significant. We suggest based on our findings as: First, increase investment in school resources, especially financial resources and investment in schools in the western region; Second, pay attention to the input and allocation of teachers’ resources, especially to improve the shortage of small-scale high-quality teachers in rural areas; Third, keep pace with the times and improve the allocation of physical conditions in schools.



Meta-Analysis, School Resource Investment, Student Performance

Supporting Agencies

This study was supported by the Jiangsu Province Superior Discipline Construction Project Funding Project (PAPD).

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How to Cite
Tian, Y., & Yao, J. (2020). The Impact of School Resource Investment on Student Performance: A Meta-analysis Based on Chinese Literature. Best Evidence in Chinese Education, 4(1), 389-410. https://doi.org/10.15354/bece.20.ar011
Original Article