Research On Evaluation And Improvement Of After-School Program Quality In Rural Middle Schools Based On Students’ Perception

In the in-depth implementation of the "double reduction" policy,the development demand of after-school service has changed from "good" to "excellent".As the participants of after-school service,students are one of the subjects to evaluate the quality of after-school service.This study aims to explore the after-school quality evaluation of rural junior high schools from the perspective of students’ perception.First,on the basis of literature analysis,according to the service quality gap theory,Delphi expert consultation method is adopted to construct and revise the evaluation index system of rural junior middle school after-school service quality,and the product scale method is used to determine the weight of each dimension index.Secondly,interviews and questionnaires are adopted,SERVQUAL scale is used to investigate the after-school service quality of L middle school,SPSS24.0 is used for statistical analysis of data samples,and the implication and reality of the after-school service quality of rural middle school are explored.And compare the differences of different personal background variables in students’ perception of after-school service quality.Finally,corresponding strategies are proposed for the quality improvement of L Middle School.The research conclusions are as follows:(1)There is a gap between the expectation and the actual perception of the after-school service quality of rural middle school students,and the perceived after-school service quality of rural middle school students is negative 0.27,and the after-school service quality of rural middle school is low,among which the responsiveness dimension is the priority area for school management intervention.(2)Students’ perception of after-school service quality is different in terms of gender,grade and academic performance.Boys’ perception of after-school service quality is significantly lower than that of girls.The seventh grade students perceived the highest after-school service quality,the ninth grade students perceived the lowest after-school service quality;There are significant differences in the perception of after-school service quality among students with different educational levels of their fathers and mothers;There is no significant difference in students’ perception of after-school service quality in whether they are the only child or have after-school care experience.Finally,IPA importance-performance analysis method was used to identify the advantage area,opportunity area,retention area and improvement area of L middle School students’ perception of after-school service quality,and corresponding improvement strategies were proposed respectively according to the specific index elements and relative important satisfaction degree in the four quadrant areas.First,in view of the improvement area,it proposes to establish the "student-oriented" after-school service quality concept and the key improvement strategy of building after-school service safety fence together with home-school cooperation.Second,for the opportunity area,put forward to adjust to local conditions,reasonable after-school service content;Standardize management,improve after-school service operation mechanism;Coordinate resources and improve after-school service facilities;Multiple cooperation,ensure after-school service fund supply and so on gradually improve the strategy.Thirdly,in view of the maintenance area and advantage area,it puts forward the continuous attention strategy of strengthening the professional training of teachers,setting up the model teachers and implementing the teacher incentive system,so as to provide the motivation source for teachers.