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Do Primary Students Study Differently in Different Subjects?

Do Primary Students Study Differently in Different Subjects?


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About the Book

This dissertation, "Do Primary Students Study Differently in Different Subjects?" by Lim-ha, Chan, 陳念霞, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled Do Primary Students Study Differently in Different Subjects? submitted by Chan Lim Ha for the degree of Master of Education at the University of Hong Kong August, 2004 This present study investigates how Hong Kong primary 6 students go about their learning of Chinese Language, English Language and Mathematics and their actual use of learning strategies when studying these three subjects at home. Students with different academic achievements were compared. The first part was a quantitative study. The aim was to find out students' approaches to learning of the three subjects using Biggs' (1987) Learning Process Questionnaire (LPQ). Three classes of primary 6 students (84 students) were involved. The second part is a qualitative study. The aim was to find out the actual learning strategies students use when studying the three subjects through semi- structured in-depth interviews. Twelve Primary 6 students were involved. The quantitative study found that regarding the subject differences high achievers were significantly higher in both deep motive and strategy use than low achievers when learning Mathematics. High achievers tended to use more deep strategies in learning Mathematics than learning English Language. When learning Chinese Language, low achievers were significantly higher in surface strategy than high and average achievers. However, low achievers tended to use relatively more deep strategies in learning Chinese Language and English Language than Mathematics. In the qualitative study, nine different categories of study strategies were found. Among low and average achievers copying was the most common strategy for learning Chinese and English Language. Doing supplementary exercises or tests from outside and calculating were the most common strategies for learning Mathematics. On the other hand, high achievers usually did not study. Primary students seemed to have limited knowledge of learning strategies. Teachers should expose students to more effective learning strategies for each subject. DOI: 10.5353/th_b3023436 Subjects: Learning strategies - China - Hong Kong Chinese language - Study and teaching (Elementary) - China - Hong Kong English language - Study and teaching (Elementary) - China - Hong Kong Mathematics - Study and teaching (Elementary) - China - Hong Kong School children - China - Hong Kong


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Product Details
  • ISBN-13: 9781374723856
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 78
  • Weight: 204 gr
  • ISBN-10: 1374723851
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 4 mm
  • Width: 216 mm


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