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Thinking Styles and Performance in Different Assessment Formats Among Hong Kong Secondary School Students

Thinking Styles and Performance in Different Assessment Formats Among Hong Kong Secondary School Students


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About the Book

This dissertation, "Thinking Styles and Performance in Different Assessment Formats Among Hong Kong Secondary School Students" by Yee-ling, Au, 歐綺玲, 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 The relationship between thinking styles and academic performance has been investigated intensively. However, previous studies mainly focused on students' performance in different subjects. Studies that examined students' performance in different assessment formats are limited. The purpose of this study was to explore the relationship between thinking styles and chemistry performance in different assessment formats among Hong Kong secondary school students. This study also investigated the relationship between thinking styles and student characteristics. One hundred and fifty-six Form Three students from a Hong Kong Band one secondary girls' school were involved. Their thinking styles were measured by the Thinking Styles Inventory. The assessment formats include multiple-choice questions, fill-in-the-blanks, and short-answer questions in the mid-term examination as well as individual reports and group reports of the project work. The student characteristics include age, birth-order, socioeconomic status, and extracurricular experiences. To have a better understanding of the relationships found, twelve of the research participants were interviewed. In the quantitative study, the hierarchical and internal styles were found to be significantly and positively correlated with students' performance in multiple-choice questions, fill-in-the-blanks, and short-answer questions in the mid-term examination, except for the internal style with fill-in-the-blanks. The executive and judicial styles were also found to be significantly correlated with multiple-choice questions. No correlation was found between thinking styles and students' performance in the group reports as well as the individual reports of the project work. For student characteristics, students' extracurricular experiences were generally positively related to Type 1 thinking styles, but negatively related to Type 2 thinking styles. In the qualitative study, the results indicated that the relationship between thinking styles and students' performance was related to the nature and the requirements of the assessment formats. Besides, the relationship between thinking styles and students' extracurricular experiences was related to the requirements of the extracurricular activities. These results signify the need to consider students' thinking styles in choosing suitable assessments for students. Moreover, encouraging students to participate in various extracurricular activities can help them to develop thinking styles which may improve their performance in different assessment formats. iii DOI: 10.5353/th_b3024754 Subjects: Thought and thinking Academic achievement - China - Hong Kong Chemistry - Study and teaching (Secondary) - China - Hong Kong Junior high school students - China - Hong Kong - Psychology


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Product Details
  • ISBN-13: 9781374724747
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 110
  • Weight: 549 gr
  • ISBN-10: 1374724742
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 8 mm
  • Width: 216 mm


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