Chinese Students’ Cultural and Behavioural Differences among Domestic and Internationally Oriented Educational Institutions.

Abstract

Research has found a link between active student participation in the classroom and memory retention. Participation can encompass many aspects, including asking questions in class and partaking in classroom activities. Extensive studies have been conducted on Chinese students concerning their overall involvement in class. When compared to their Western counterparts, Chinese students are often regarded as silent passive learners (i.e. not active), hence negatively affecting their ability to learn in the classroom environment. The changeability of education together with ongoing globalization has led to an increase in Chinese students going abroad. As a result, there has been an increase in demand for international high schools and other educational training centres that prepare Chinese students for tertiary education in the West. This research investigates classroom behaviours and face values of students attending a Chinese international high school and compares them with students attending a conventional Chinese public high school. A MANOVA is used to assess these differences based on a questionnaire submitted to 349 students from Taiyuan, Shanxi province in China. Results show that students following an international program ask more questions in class, but no difference is found in regards to the Chinese cultural value of face. Subsequently, auxiliary qualitative research was performed to clarify quantitative outcomes. These outcomes showed that efforts to save face, academic pressure, classroom environment, and pre-existing individual factors contribute to this found difference.

Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic

“…Interestingly, even students’ feedback for the offline learning was positive, the proportions of students who thought they can actively participate in classroom group activities was lower compared to that of online learning activities. This might be attributed to the impacts of the COVID-19 pandemic (e.g., physical avoidant behaviors) as well as the cultural characteristics (e.g., Chinese students are relatively reserved and conservative in class) (Haarms et al, 2018 ; Tu, 2001 ; Varea et al, 2020 ). However, this assumption has not been systematically examined in our study.…”

“…In addition, the blended course showed promise in enriching the diverse learning outcomes of students, not only for those that could be obtained from traditional pedagogy (e.g., improving autonomous learning and teamwork), but also for the information-related aspects (e.g., information literacy, information collection and processing, and digital literacy/fluency) (Flierl & Maybee, 2020 ). It is worth noting that students were more conservative in improving their information-related abilities, which might be due to their dependent learning habits forming in a traditional face-to-face classroom for many years (Haarms et al, 2018 ; Huang et al, 2018 ; Tu, 2001 ). This implies that there is huge potential for improving the information-based literacy and abilities in PE college students in China.…”