International Journal of Research Studies in Management
CollabWritive Special Issue
2026 Volume 14 Issue 5
Available Online: 31 August 2026
Author/s:
Wang, Kai*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study examines the relationship among school improvement strategies, learning motivation, and learning culture among mathematics learners in selected junior high school in the Pudong New Area of Shanghai, China. Respondents were 464 students from Grades 6 to 9, drawn from an estimated population of 3,200 junior high school students. They came from different localities, including Zhangjiang Town, Beicai Town, Zhoupu Town, and Kangqiao Town. The sample size was determined using G*Power version 3.1.9.2, with an effect size of 0.20, a statistical power of 0.95, and an alpha level of 0.05. A stratified proportionate sampling technique was used to ensure proportional representation across grade levels. It assesses school improvement strategies in terms of access, quality assessment, and learning effectiveness and sustainability; learning motivation in terms of intrinsic motivation, extrinsic motivation, and social motivation; and learning culture in terms of attitudes and beliefs, classroom practices, and teacher and peer influence. It examined the relationships among the three major variables. Quantitative descriptive-correlational research design was employed. Data were collected using structured questionnaire and were analyzed through weighted mean, and Spearman rank-order correlation. Findings reveal that school improvement strategies were generally rated as effectively implemented, all three dimensions obtained the same composite mean and were interpreted as Agree. Students also demonstrated positive learning motivation, with intrinsic motivation obtaining the highest mean. In terms of learning culture, teacher and peer influence emerged as the strongest dimension. Significant positive relationships were found among school improvement strategies, learning motivation, and learning culture. The researcher concluded that effective school improvement strategies contribute to enhancing students’ motivation and fostering a positive learning culture in mathematics learning. Based on the findings, the researcher proposed an Academic Plan focused on strengthening equitable access to learning resources, improving instructional and assessment practices, and promoting supportive teacher-student and peer relationships to sustain students’ motivation and improve mathematics learning outcomes.
Keywords: Chinese junior high schools, learning culture, learning motivation, mathematics education, school improvement strategies
DOI: https://doi.org/10.5861/ijrsm.2026.26112
Cite this article:
Wang, K., & Mauhay, R. C. A. (2026). School improvement strategies, learning motivation, and learning culture among mathematics learners in selected Chinese junior high schools. International Journal of Research Studies in Management, 14(5), 55-71. https://doi.org/10.5861/ijrsm.2026.26112
* Corresponding Author