In the late 1990s, China’s central government introduced several kinds of student financial aid with the aim of guaranteeing that students could afford higher education regardless of economic background. The purpose of this study is to examine whether financial aid does impact student achievement by assessing grade point average (GPA). It also explores the impacts of socio-economic background on student success to identify the underlying factors that contribute to academic success.
This study uses a quantitative method to investigate the social and economic factors that possibly influence student behavior. The sample population from in College XX, and the data were gathered with the quantitative method of a self-completion questionnaire.
The results of this study indicate that student expectations differ across genders, and student persistence differs across fathers’ educational levels among receivers. The analysis also revealed an association between gender and student’s GPA, the parents’ educational level and student’s GPA, financial aid and student’s GPA. The students who received financial aid at least once in college earned higher mean GPA scores than the students who have never received it. This study also finds out there is no significant interaction effect among family origin and financial aid on student GPA or among parents’ educational level and financial aid on student GPA.