Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Muthanna, Abdulghani; Sang, Guoyuan

doi:10.5861/ijrse.2015.1224

Cited by 26 publications

(25 citation statements)

References 14 publications

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“…Since the college entrance examinations are taken annually, students in South Korea who fail to enter their universities of choice might attend cram schools for another year to retake the examinations (Nuffic, 2013;Kwon, Lee, & Shin, 2017). Muthanna and Sang (2015) reported that Chinese students in the above situation might repeat their last year of high school. Fong (2007) explained that Chinese students receive more care and concern from their parents than those with siblings due to the one-child policy, which shoulders more responsibilities for Chinese singletons to go to elite universities to support their families.…”

Section: Value Of Education and High Expectations Of Academic Successmentioning

confidence: 99%

Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

Chen

2020

jis

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We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

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Section: Value Of Education and High Expectations Of Academic Successmentioning

confidence: 99%

Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

Chen

2020

jis

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“…While stress may produce positive outcomes and improvement under some circumstances, unhealthy amounts of the pressures for students have become severe, being a detriment to both students’ physical and mental health. The pressures produced by negative exam-related experiences result in psychological stress and make students escape from the normal interaction with others, which are main factors leading to psychological problems and may have long-term impact in their whole life (Muthanna & Sang, 2015). Some students even start substance abuse of tobacco and alcohol to cope with such stress (Unger et al, 2001).…”

Section: Demoralization and Other Psychological Damagesmentioning

confidence: 99%

Side Effects of Large-Scale Assessments in Education

Emler¹,

Zhao²,

Deng³

et al. 2019

ECNU Review of Education

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Purpose: In line with a recent call for side effects research in education, this article aims to synthesize the major concerns that have been raised in the literature concerning large-scale assessments (LSAs) in education. Design/Approach/Methods: The researchers endeavored to complete a deep review of the literature on LSAs to synthesize the reported side effects. The review was synthesized thematically to understand and report the consequences of the ongoing push for the use of LSA in education. Findings: Thematic analysis indicated overarching side effects of LSA in education. We discuss why negative side effects exist and present evidence of the most commonly observed side effects of LSA in education, including distorting education, exacerbating inequity and injustice, demoralization of professionals, ethical corruption, and stifling of innovation in education. Originality/Value: While concerns about the use and misuse of LSA in education are not new and have been discussed widely in the literature, rarely have they been discussed as inherent qualities and consequences of LSAs that can do harm to education.

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“…In China, the National College Entrance Examination (NCEE) can be divided into STEM and the Liberal Arts (Hu & Wu, 2017). Students must score a high grade in their chosen pathway in order to enrol in a 'top' university (Muthanna & Sang, 2015). As such, science achievement plays an important role for those with science career aspirations.…”

Section: The Studymentioning

confidence: 99%

Science career aspiration and science capital in China and UK: a comparative study using PISA data

Wong

2019

International Journal of Science Education

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The concept of science capital has a growing influence in science education research for understanding young people's science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n = 23,998). Our findings indicate that science capital has more explanatory power for understanding UK students' science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital.

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Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications

Cited by 26 publications

References 14 publications

Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

Side Effects of Large-Scale Assessments in Education

Science career aspiration and science capital in China and UK: a comparative study using PISA data

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