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

Record type: Article

Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education 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 were conducted locally, there have been no systematic studies undertaken and there is a tendency to rely on anecdotal statements about Hong Kong 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 UK were 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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Citation

Dasari, Bhoomiah (2009) Hong Kong students' approaches to learning: cross-cultural comparisons US-China Education Review, 6, (12), pp. 46-58.

More information

Published date: December 2009
Keywords: chinese learner, approaches to learning, occupational therapy students, cross-cultural comparisons

Identifiers

Local EPrints ID: 72286
URI: http://eprints.soton.ac.uk/id/eprint/72286
ISSN: 1548-6613
PURE UUID: cba63d98-6fc6-4316-818e-338a47382e7e

Catalogue record

Date deposited: 05 Feb 2010
Last modified: 18 Jul 2017 23:55

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