1. Introduction

1.2. Questionnaire Survey

This study adopted a questionnaire survey as the main data collection method to understand the current situation of the implementation of the credit system in ordinary high schools in Zhejiang Province. In order to ensure the effectiveness and reliability of the survey, it was clarified that the purpose of this study and its investigation is to understand the current situation of the implementation of the credit system in ordinary high schools in Zhejiang Province, including the implementation of the credit system, the significance of credit system reform, and the course selection system that is a twin of the credit system. In order to improve the effectiveness of the survey questionnaire, this study selected some students and teachers from a regular high school in Zhejiang Province as the survey subjects. The selection of samples was carried out using random sampling and screening methods.

The designed questionnaire content is shown in the following table:

Table 1. Survey Questionnaire [2] Understanding and Relevant Situation of the Credit System in High School Stage.

Table 1. Survey Questionnaire [2] Understanding and Relevant Situation of the Credit System in High School Stage.

Dimension	Problem	Option
Overall evaluation	T1:Are you aware that your high school has implemented a credit system	A.I have carefully studied it B.I have a little understanding of it C.I have no understanding at all
	T2:Do you hope that your high school can truly implement a credit system and course selection related system	A.I hope to learn more additional content B.It doesn’t matter C.I don’t hope that, because I don’t have time to deal with these additional contents
Implementation effectiveness	T3:Do you think the credit system in your high school is effective	A.Effective B.Ineffective
	T4:What kind of extension courses did your own high school offer you when implementing the credit system effectively	A.Final exam B.Daily classes C.After-class learning D.Other：______________
	T5:What are the specific manifestations of the ineffective credit system implemented in your own high school	A.Time conflict B.The different grading standards given by teachers result in a significant disparity in grades C.The school’s curriculum cannot meet the needs of students. D.Unable to choose the teacher I like E.Limited communication between classes and a lack of collective consciousness. F.Other：______________
Management mechanism	T6:Which of the following modules have you experienced insufficient credits in	A.Various themed education that must be organized and carried out by ordinary high schools according to relevant national departments and the Ministry of Education regulations B.Compulsory expansion courses, university junior courses, cutting-edge courses in disciplinary development, and research-based learning in disciplines C.Life skills, vocational skills, local economy technology D.Sports, art, health education, leisure life, knowledge application E.Investigation and exploration activities, social practice activities,Sports and campus cultural activities
	T7:What measures will your own high school take when your credits are insufficient to meet the graduation requirements	A.Let you complete the relevant project on your own without providing assistance B.Allow you to complete the relevant project on your own, but provide some assistance C.Directly give you the credits you lack, you need to do nothing D.Directly give you the credits you lack, you just need to symbolically do a little
Course selection system	T8:Does your course selection reflect your intention	A.Yes,it reflects all my intention B.Yes,it reflects my intention partly C.No,it doesn’t reflect
	T9:Can the elective courses currently offered by your school meet your needs	A.Can meet B.Can meet basically C.Cannot meet
	T10:What problems have you encountered in course selection	A.The number of available courses is limited, and classes are often not available B.The course selection system often has problems C.Lack of course introduction, blind course selection D. Insufficient time slots for course selection E.Conflict with required course schedule F.Other:
	T11:Do you have any suggestions for the setting of elective courses in the school	A.Build existing courses well B. Increase the number of optional course C.Control the number of students in class and improve the quality of classes. D. Offer more professional skills and elective courses E.Organize more extracurricular lectures. F. Other:
	T12:What motivates you to choose a certain course after the credit system reform	A.Professional development direction B. Personal interests and hobbies C.The personal charm of the teaching staff D. Being able to easily obtain credits E. Reserve knowledge for employment needs F. Working with classmates and following the crowd G.Other:

1.3. Data Analysis

Data analysis is an important part of this study, with the aim of conducting in-depth statistics and analysis on the collected sample data to understand the current situation and existing problems of the credit system implementation in ordinary high schools in Zhejiang Province, and to provide a scientific basis for improving the implementation of the credit system in Zhejiang Province.

1.3.1. Questionnaire Analysis

In this data processing, thecollected valid data will be input into SPSS27.0 statistical software for statistical and analytical processing. Among the valid participants in this questionnaire survey, the frequency of high school graduates is 22, accounting for 88.0% of the total; The frequency of high school students is 3, accounting for 12.0% of the total;

The dimensionsof the question items are pre divided into: overall evaluation (T1, T2), implementation effectiveness (T3~T5), and management mechanism (T6,T7) and course selection system (T8~T12)

Table 2. Basic Information of Effective Participants.

Table 2. Basic Information of Effective Participants.

Questionnaire items	Option	Size	Percentage(%)
Identity	High school graduates	22	88.0
	high-school student	3	12.0
Total		25	100.0

The main body of the questionnaire includes four dimensions: overall evaluation, implementation effectiveness, management mechanism, and course selection system degree,a total of 40 questions. The following table shows the results of Cronbach’s alpha coefficient measurements for the four dimensions of the 36 valid items in this questionnaire. The coefficient result is used to measure the reliability quality level of the questionnaire data in this survey.

Table 3. Dimensionality reliability analysis: Cronbach’s α coefficient table (after removing invalid items).

Table 3. Dimensionality reliability analysis: Cronbach’s α coefficient table (after removing invalid items).

Dimension	Cronbach’s α coefficient	Standardized Cronbach’s α coefficient	Number of items	Sample size
Overall evaluation	0.581	0.589	2	25
Effectiveness of Implementation	0.977	0.992	7	25
Management mechanism	0.976	0.988	6	25
Course selection system	0.998	0.999	21	25

According to the reliability analysis of the dimensions, it can be seen that the reliability of the survey results in each dimension of the questionnaire is very high and acceptable.

Next, six evaluation items (T1,T2,T3, T7, T8, T9) will be selected from the questionnaire for validity analysis:

Table 4. KMO test and Bartlett test of All Evaluation items.

Table 4. KMO test and Bartlett test of All Evaluation items.

KMO test and Bartlett test
KMO value	0.842
Bartlett Sphericity test	Approximate χ2	215.91
	df	15
	P	0.000***
Note:***,* *,* represent significance levels of 1%, 5%, and 10%, respectively

After studying the KMO test results, it was found that the value reached 0.842,which is greater than the standard line of 0.6. Through Bartlett’s Sphericity test, a clear conclusion was drawn that the significance p-value is only 0.000 * *<0.05, indicating that there is a correlation between various factors. Therefore, the null hypothesis can be accepted to be denied, that is, these factors all have relevant characteristics and their relationships are effective, and this effect has reached an appropriate level. This proves that the design of the evaluation items in the questionnaire developed and adopted this time is reasonable and the dimension division is appropriate.

1.3.2. Sample Analysis

Using Spearman correlation coefficient for statistics, correlation analysis was conducted on six evaluation indicators. The following are the research results:

Based on this, it can be concluded that:

(a) There is a close positive correlation between students’ understanding of the credit system implemented in a regular high school and their expectations for truly implementing the credit system and course selection related systems. The higher the students’ understanding of the credit system implemented in an ordinary high school, the more they hope to further improve and implement the credit system and course selection related systems;

(b) The effectiveness of implementing a credit system in a regular high school is closely related to the measures it takes when students have insufficient credits to meet graduation requirements. The higher the effectiveness of implementing the credit system in an ordinary high school, the more likely the school is to directly give the insufficient credits to a student when they meet graduation requirements;

(c) The effectiveness of implementing a credit system in a regular high school is closely negatively correlated with the degree of self willingness reflected in students’ course selection. The higher the effectiveness of implementing the credit system in a regular high school, the lower the level of self willingness reflected by its students in course selection;

(d) The effectiveness of implementing a credit system in a regular high school is closely negatively correlated with the degree to which its elective courses meet the needs of its students. The higher the effectiveness of implementing the credit system in a regular high school, the lower the degree to which the elective courses currently offered meet the needs of its students;

(e) The methods adopted by an ordinary high school when encountering students with insufficient credits for graduation requirements are closely negatively correlated with the degree of self willingness reflected by their students’ course selection. The higher the level of self willingness reflected by a regular high school student’s course selection, the more likely they are to have the student complete the credits for the relevant project on their own (without providing assistance) when they encounter insufficient credits for graduation requirements;

(f) The methods adopted by an ordinary high school when encountering insufficient credits for students’ graduation requirements are closely negatively correlated with the degree to which its current elective courses meet the needs of its students. The lower the degree to which elective courses offered by a regular high school meet the needs of its students, the more likely the school is to directly give the insufficient credits to a student when they encounter graduation requirements;

(g) The degree of self willingness reflected by a regular high school student’s course selection is closely positively correlated with the degree to which the elective courses currently offered meet the needs of their students. The lower the level of self willingness reflected by a regular high school student’s course selection, the lower the degree to which the elective courses currently offered meet the needs of their students.

2. Cause Analysis

(a)

Micro level: Parents and students’ cognitive bias towards the concept of "achieving ideal goals" and utilitarian driven issues

(b)

At the macro level, the credit system and its twin course selection system are in a state of separation and standardization

3. Conclusion and Suggestions

References

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