‘Learning for Achievement’ as a Collective Goal in Re-culturing Teaching and Learning in Hong Kong Classrooms

Ng, Clarence

doi:10.1007/978-1-4020-3024-6_12

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…As a result, these children spent less time indulging in childhood activities while very few take up sports. Many academicians (Thang 2003;Chan and Mousley 2005;Ng 2008) believe the above factors contributed toward the attitude and learning styles of university students who maintain the same studying patterns. This phenomenon is also common in other developing countries in Asia (Kember and Gow 1991;Kember 2000;Wong 2004).…”

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confidence: 96%

Soft skills at the Malaysian institutes of higher learning

Shakir

2009

Asia Pacific Educ. Rev.

176

114

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This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education, Malaysia recently announced that the said soft skills are to be introduced to undergraduates of Institutes of Higher Learning in Malaysia. Suggestions on how these elements are to be incorporated in the undergraduates program are also put forward.

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confidence: 96%

Soft skills at the Malaysian institutes of higher learning

Shakir

2009

Asia Pacific Educ. Rev.

176

114

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“…Learning for the sake of meeting parental expectation is still a main motivation behind students' learning and achievement. Academic achievement is generally considered as the most important way to future success and therefore students compete fiercely with each other in order to gain a place in University education (Ng, 2009). At the classroom level, the Hong Kong system relies heavily on public examination for streaming students into different educational pathways.…”

Section: Discussionmentioning

confidence: 99%

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

Ng¹

2012

The International Journal of Learning: Annual Review

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This paper extended the analyses of Ng (2005) and explored the differences between students with polarized schematic views in learning mathematics. Two groups of high school students from Hong Kong and Australia completed a questionnaire tapping their views on their cognitions of the self or academic self-schemas, achievement goals, learning approaches and anticipated performance. Ng (2005) located two groups of schematic students across both cultures demonstrating consistent characteristics in motivational and learning processes. The current investigation explored the differences between corresponding schematic groups found in this previous study. It was found that positive schematic students in Hong Kong are less schematicised than Australian students. In contrast, negative schematic students in Hong Kong were more schematicized than their Australian counterparts. These differences in the development of schematicised selves among students in two different cultures could be attributed to the difference in evaluation practice in two different educational systems. The results draw our attention to teaching and learning processes in schools and call for more reformative effort in Mathematics learning in order to prevent premature dropping of the subject due to the development of a negative self.

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“…Parents have a strong belief that education is the pathway to achievement. A good education will lead to a prestigious job and an improvement in quality of life (Ng, 2009). Parents are willing to invest much of their disposable income in education.…”

Section: Introductionmentioning

confidence: 99%

What marketers of after-school educational services and educators can learn from children’s perceptions of intelligence

Chan

2023

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Purpose The purpose of this paper is to explore the marketing opportunities for after-school educational services in the Chinese context by examining children’s perceptions of intelligence using visual methodology. Design/methodology/approach Altogether 30 Chinese children aged 9–12 studying in grades four to six were asked to draw what comes to mind for two statements: “This is an intelligent child” and “This is a child of average intelligence.” After doing the drawings, the children were interviewed face-to-face to answer questions about the personalities and social relationships of the children depicted in the two drawings that they had produced. Findings A child described as intelligent was imagined wearing glasses, studying hard and obtaining excellent academic results. A child described as of average intelligence was imagined as having many friends, playing a lot and experiencing tension with parents over studies. Participants had a restrictive view of intelligence and associated intelligence with academic success. They endorsed both a growth mindset and a fixed mindset of intelligence. On the one hand, they endorsed a growth mindset of intelligence as they associated intelligence with personal efforts and practices. On the other hand, participants endorsed a fixed mindset of intelligence as they tended to avoid challenges and appeared to be threatened by the success of others. Participants imagined that an intelligent child would experience poor relationships with friends. Research limitations/implications The findings were based on a nonprobability small sample. The study did not investigate the socialization process of such perceptions. Practical implications Educational services and nonschool activity service providers can position themselves as agents to help students develop meta-analytical skills in embracing challenging tasks. Marketers can develop courses and learning materials that teach children different learning strategies. They can use incentives to encourage persistence and resilience in meeting challenges. This study uncovered the emotional and social needs of intelligent children. A new market segment was identified that targets children with high intelligence. Educational service providers can design curricula and activities to support high-performing children in developing empathy and good communication skills. Educators can assist those who perform well academically to nurture genuine friendships and improve social relations with peers. Social implications The prevalence of the private tutoring industry in the Chinese context may introduce educational disparity, as families with low resources will not be able to afford these services. Nonprofit organizations can provide similar educational services at a low cost to bridge the gap. The narrow view of intelligence expressed by participants, and their lack of awareness of the wide range of types of intelligence, indicates that education service providers can develop the confidence of a child with average intelligence through appreciation of his or her unique talents beyond academic achievements. Originality/value This study explores attributes associated with intelligence among Chinese children using an innovative visual method. The marketing implications can apply to other societies where the after-school tuition market is prevalent.

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‘Learning for Achievement’ as a Collective Goal in Re-culturing Teaching and Learning in Hong Kong Classrooms

Cited by 4 publications

References 30 publications

Soft skills at the Malaysian institutes of higher learning

Soft skills at the Malaysian institutes of higher learning

Comparing Students with Extreme Schematic Beliefs in Learning Mathematics Across Two Cultures

What marketers of after-school educational services and educators can learn from children’s perceptions of intelligence

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