A study on argumentative ability of secondary school students in Hong Kong through argumentative group discussion in Chinese = Xianggang zhong xue sheng Zhong wen xiao zu tao lun lun bian neng li yan jiu

For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.

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Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong

Pastoral Care in Education ◽

10.1080/02643944.2020.1774634 ◽

2020 ◽

pp. 1-17

Author(s):

Mantak Yuen ◽

Queenie A. Y. Lee ◽

Y. B. Chung

Keyword(s):

Hong Kong ◽

Secondary School ◽

Meaning In Life ◽

Life Skills ◽

Secondary School Students ◽

Skills Development ◽

School Students ◽

Junior Secondary School ◽

Junior Secondary ◽

Teachers Perspectives

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Factors Affecting Academic Achievement of Secondary School Students in Mauritius

Journal of Education and Research ◽

10.3126/jer.v9i1.28825 ◽

2019 ◽

Vol 9 (1) ◽

pp. 70-90

Author(s):

Shakeel Mohammad Cassam Atchia ◽

Vinayagum Chinapah

Keyword(s):

Academic Achievement ◽

Secondary School ◽

School Leadership ◽

Secondary School Students ◽

School Teacher ◽

Group Discussion ◽

Economic Factor ◽

Primary Data ◽

Second Phase ◽

School Students

This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (β=0.419) students’ achievement followed by student factor (β= 0.227), tuition teacher (β= 0.154), school teacher (β= 0.117) and socioeconomic status (β= 0.048).

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