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Home > Society and Social Sciences > Education > Project-Based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students
Project-Based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students

Project-Based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students


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About the Book

This dissertation, "Project-based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students" by Shun-yee, Ko, 高純意, 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 aim of this study is to explore both the teachers' and students' perceptions of project-based learning in S1 in a local secondary school. The researcher is interested in studying how teachers and students perceive project-based learning. Through their perceptions, the researcher attempts to unveil the problems arising at various levels in the course of implementation. The researcher is also interested to know the preference of both the teachers and students for an interdisciplinary project or discipline-based projects. This enables the researcher to further investigate the teachers' attitude towards curriculum integration in the social subjects in junior secondary curriculum. The research employed purely qualitative research methods. Both the teachers teaching S1 social subjects and all S1 students are key informants in the study. Data were collected through semi-structured interviews with the teachers and a questionnaire survey with all S1 students. Documentary analysis of student projects was also used for supplementary purpose. The researcher, who is also a teaching staff of the school, was responsible for collecting and analysing the data. The findings reveal that more than half of the teachers held a positive attitude towards project-based learning. However, almost half of the students found it iiidifficult and boring but meaningful. Through analysis, quite a number of problems identified at the school, teacher and student levels that affected its effective implementation. The findings provide insights to the school administrators to review the programme for improvement and further development. Concerning the issue of curriculum integration, most teachers expressed a negative stance towards it. They found that the present interdisciplinary project implemented in S1 was appropriate but did not consider it as the first step towards an integrated curriculum of the social subjects. More than half of the teachers and students alike preferred an interdisciplinary project to discipline-based projects for its merits or simply for their own sake. Further research in this area is recommended. It is envisaged that the findings will give insights to other researchers and school administrators to reconsider the practicability of project-based learning and the feasibility of curriculum integration of the social subjects in their own settings. iv DOI: 10.5353/th_b3014377 Subjects: Project method in teaching - China - Hong Kong Interdisciplinary approach in education - China - Hong Kong Junior high school students - hina - Hong Kong - Attitudes


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Product Details
  • ISBN-13: 9781374729995
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 142
  • Sub Title: Perceptions of Teachers and Students
  • Width: 216 mm
  • ISBN-10: 137472999X
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 8 mm
  • Weight: 345 gr


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