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Hong Kong students' approaches to learning: cross-cultural comparisons

Hong Kong students' approaches to learning: cross-cultural comparisons
Hong Kong students' approaches to learning: cross-cultural comparisons
Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education in Hong Kong are predisposed to a "rote" learning approach. With the internalisation of Higher Education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies conducted locally, there have been no systematic studies undertaken and as such there is a tendency to rely on anecdotal statements about Hong Kong Chinese students' approaches to learning. This study was designed to see if Hong Kong Chinese students who enrolled into a 3-year undergraduate programme in Occupational Therapy predisposed to a surface or deep approach to learning react differently when moving progressively from one stage to the next stage in their curriculum. The study adopted a longitudinal design method and measured students' changes in their approaches to learning using the Biggs Study Process Questionnaire (SPQ). The internal consistency reliability estimates for SPQ scales for samples of Hong Kong, Australia and U.K. was compared. The results of this study indicated that Hong Kong Chinese students demonstrated a higher mean for the deep approach learning and a lower mean for the surface approach, similar to other Hong Kong studies conducted in other tertiary institutions in Hong Kong and Australia.
chinese learner, approaches to learning, undergraduate occupational therapy students, cross-cultural comparisons, implications for teaching and learning
Dasari, Bhoomiah
f5147fce-005a-44ca-a150-00c1618db92e
Dasari, Bhoomiah
f5147fce-005a-44ca-a150-00c1618db92e

Dasari, Bhoomiah (2008) Hong Kong students' approaches to learning: cross-cultural comparisons. Learning Conference 08: the Fifteenth International Conference on Learning. 03 - 06 Jun 2008. (Submitted)

Record type: Conference or Workshop Item (Paper)

Abstract

Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education in Hong Kong are predisposed to a "rote" learning approach. With the internalisation of Higher Education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies conducted locally, there have been no systematic studies undertaken and as such there is a tendency to rely on anecdotal statements about Hong Kong Chinese students' approaches to learning. This study was designed to see if Hong Kong Chinese students who enrolled into a 3-year undergraduate programme in Occupational Therapy predisposed to a surface or deep approach to learning react differently when moving progressively from one stage to the next stage in their curriculum. The study adopted a longitudinal design method and measured students' changes in their approaches to learning using the Biggs Study Process Questionnaire (SPQ). The internal consistency reliability estimates for SPQ scales for samples of Hong Kong, Australia and U.K. was compared. The results of this study indicated that Hong Kong Chinese students demonstrated a higher mean for the deep approach learning and a lower mean for the surface approach, similar to other Hong Kong studies conducted in other tertiary institutions in Hong Kong and Australia.

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More information

Submitted date: 2008
Venue - Dates: Learning Conference 08: the Fifteenth International Conference on Learning, 2008-06-03 - 2008-06-06
Keywords: chinese learner, approaches to learning, undergraduate occupational therapy students, cross-cultural comparisons, implications for teaching and learning

Identifiers

Local EPrints ID: 58431
URI: https://eprints.soton.ac.uk/id/eprint/58431
PURE UUID: fd22d906-b885-46b6-ba2b-5fe30be1e843

Catalogue record

Date deposited: 05 Feb 2010
Last modified: 26 Feb 2019 17:30

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Contributors

Author: Bhoomiah Dasari

University divisions

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