The New Junior Secondary School Geography Curriculum in Hong Kong: The Impact of the 1997 Handover

1998 ◽  
Vol 7 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Chi Chung Lam
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
1997 Handover ◽  
The Impact

Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School

1992 ◽  
Vol 15 (1-2) ◽  
pp. 56-70
Author(s):  
Sam Winter ◽  
Leung Yuk-Wah ◽  
Ma Kwai-Heung
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Low Achievers ◽  
High Achievers ◽  
Junior Secondary School ◽  
Initial Analysis ◽  
Junior Secondary ◽  
Research Findings ◽  
High Level ◽  
High Degree

Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.

scholarly journals Enhancing Students’ Creativity through STEM Project-Based Learning

2019 ◽  
Vol 2 (2) ◽  
pp. 50 ◽  
Author(s):  
Sofi Hanif ◽  
Agus Fany Chandra Wijaya ◽  
Nanang Winarno
Keyword(s):  
Secondary School ◽  
Teaching Strategies ◽  
Learning Process ◽  
Meaningful Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Junior Secondary School ◽  
Alternative Teaching ◽  
Junior Secondary ◽  
The Impact

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.

Smoking in Junior Secondary School Students in Hong Kong Questionnaire

1998 ◽  
Author(s):  
Tai Hing Lam ◽  
Siu Fung Chung ◽  
Carol L. Betson ◽  
Chit Ming Wong ◽  
Anthony J. Hedley
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

scholarly journals Using Positive Youth Development Constructs to Design a Money Management Curriculum for Junior Secondary School Students in Hong Kong

2011 ◽  
Vol 11 ◽  
pp. 2219-2229
Author(s):  
Patrick S. Y. Lau ◽  
C. M. Lam ◽  
Ben M. F. Law ◽  
Y. H. Poon
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Youth Development ◽  
Positive Youth Development ◽  
Secondary School Students ◽  
Money Management ◽  
Management Skills ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary

This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.

scholarly journals The Impact of Indonesia’s School Operational Assistance Program on The Transition Rate from Primary to Junior Secondary School

2021 ◽  
Author(s):  
Байю Харизма ◽  
Сутястие Соэмитро Реми ◽  
Динда Аю Махарани
Keyword(s):  
Secondary School ◽  
Rural Areas ◽  
Urban Areas ◽  
Transition Rate ◽  
Assistance Program ◽  
Junior Secondary School ◽  
Rural And Urban ◽  
Junior Secondary ◽  
The Difference ◽  
The Impact

This study investigates the impact of Indonesia’s School Operational Assistance Program (BOS) on the transition rate from primary to junior secondary school using data from the Indonesian Family Life Survey (IFLS) and the Difference-in-Differences method. The results showed that the School Operational Assistance Program (BOS) significantly increases the transition rate from Primary to Junior Secondary School. Meanwhile, the School Operational Assistance Program (BOS) is more effective in increasing the transition rate in girls compared to boys. When comparing rural and urban settings, the program is more effective in rural than urban areas. Despite results showing that the School Operational Assistance Program (BOS) has successfully increased the transition rate from primary to junior secondary school, the program still has several problems, such as inadequate management of the funds and the lack of quality control related to its usage. The three models tested in the study conclude that the School Operational Assistance Program (BOS) significantly improved the overall transition rate from primary to junior secondary school in Indonesia, particularly for girls and rural areas. Acknowledgments. This research is supported by DRPMI Universitas Padjadjaran (UNPAD) for Lecture Competency Research (RKDU) scheme. We thank our colleagues from the Department of Economics, who provided insight and expertise that greatly assisted the research and we thank “anonymous” reviewers for their so-called insights.

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