The learning experiences of Hong Kong Chinese students: a challenge to the anecdotal stereotypes
At Third International Conference: Global Studies, Korea, Republic of.
21 - 23 Jun 2010.
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This paper offers the resolution to one of the most central and puzzling problems in the field of approaches to learning, namely whether Chinese students from Hong Kong or other parts of Asia are more prone to rote learning than their western counterparts. Evidence is gathered from a study of approaches to the learning of Hong Kong students using the Biggs Study Process Questionnaire (SPQ).The mean scores of Hong Kong students on the questionnaire were compared with the mean scores of Australian students. The results indicated that, contrary to some anecdotal evidence cited in the literature, Hong Kong Chinese students demonstrated a higher mean for the deep approach to learning and a lower mean for the surface approach, similar to other Hong Kong students from other tertiary institutions in Hong Kong. When comparing the results of this study with other cross-cultural studies involving Asian students at universities in the Northern Territory and New South Wales, and Singaporean students at Western Australian, it is not surprising to note that the learning approaches of Hong Kong students were not vastly different from other Asian students from Northern Territory, New South Wales and Singapore. Based on this outcome, the author while ruling out the potential for misunderstanding about Asian students draws attention to the cross-cultural differences in approaches to learning which highlights on the changing nature of tertiary classroom and the implications for teaching and learning.
Keywords: Approaches to Learning, Anecdotal Stereotypes, Rote Learning, Hong Kong Student, Australian Student, Teaching and Learning
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