scholarly journals Qualitative Evaluation of the Project P.A.T.H.S.: An Integration of Findings Based on Program Implementers

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Focus Groups ◽  
Interrater Reliability ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Data Analyses ◽  
Tier 1

An integration of the qualitative evaluation findings collected from program implementers conducting the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in different years (n=177participants in 36 focus groups) was carried out. General qualitative data analyses utilizing intra and interrater reliability techniques were performed. Results showed that the descriptors used to describe the program and the metaphors named by the informants that could stand for the program were generally positive in nature. Program participants also perceived the program to be beneficial to the development of the students in different psychosocial domains. The present study further supports the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong based on the perspective of the program implementers.

scholarly journals Qualitative Evaluation of the Project P.A.T.H.S. Based on the Perceptions of the Program Participants

2006 ◽  
Vol 6 ◽  
pp. 2254-2263 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Tak Yan Lee ◽  
Andrew Siu ◽  
Ching Man Lam
Keyword(s):  
Hong Kong ◽  
Focus Groups ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Chinese Adolescents ◽  
Rater Reliability ◽  
Holistic Development ◽  
Beneficial Effects ◽  
Specific Focus ◽  
Tier 1

Qualitative evaluation was carried out to understand the perceptions of the students participating in the Tier 1 Program of the P.A.T.H.S. Project. Five focus groups based on 43 students recruited from four schools were conducted to generate qualitative data to evaluate the program. With specific focus on how the informants described the program, results showed that the descriptors used were mainly positive in nature. When the informants were invited to name three metaphors that could stand for the program, the related metaphors were basically positive in nature. Finally, the program participants perceived many beneficial effects of the program in different psychosocial domains. Intra- and inter-rater reliability analyses revealed that the coding of the positive or negative nature of the responses was reliable. The present study provides qualitative support for the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong.

scholarly journals Qualitative Evaluation of Project P.A.T.H.S.: An Integration of Findings Based on Program Participants

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun
Keyword(s):  
Hong Kong ◽  
Focus Groups ◽  
Qualitative Evaluation ◽  
Chinese Adolescents ◽  
Holistic Development ◽  
Beneficial Effects ◽  
Specific Focus ◽  
Tier 1

An integration of the qualitative evaluation findings collected in different cohorts of students who participated in Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (n=252students in 29 focus groups) was carried out. With specific focus on how the informants described the program, results showed that the descriptions were mainly positive in nature, suggesting that the program was well received by the program participants. When the informants were invited to name three metaphors that could stand for the program, positive metaphors were commonly used. Beneficial effects of the program in different psychosocial domains were also voiced by the program participants. The qualitative findings integrated in this paper provide further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S. in promoting holistic development in Chinese adolescents in Hong Kong.

Qualitative evaluation of Project P.A.T.H.S. in Hong Kong: focus groups based on Secondary 3 program implementers

2012 ◽  
Vol 24 (3) ◽  
pp. 245-252
Author(s):  
Daniel T.L. Shek
Keyword(s):  
Hong Kong ◽  
Focus Groups ◽  
Qualitative Evaluation ◽  
Social Programs ◽  
School Year ◽  
Tier 1 ◽  
Research Findings

Abstract Ten focus groups comprising 42 program implementers recruited from 10 schools were conducted to evaluate the Tier 1 Program (Secondary 3) of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the 2008/09 school year. Results showed that a majority of the program implementers used positive descriptors and metaphors to represent the program and they perceived that the program benefited the program participants in various psychosocial domains. In conjunction with the previous research findings, the present study provides further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S.

scholarly journals Qualitative Evaluation of the Project P.A.T.H.S.: Findings Based on Focus Groups with Student Participants

2009 ◽  
Vol 9 ◽  
pp. 691-703 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Catalina S. M. Ng
Keyword(s):  
Focus Groups ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Evaluation Study ◽  
Chinese Adolescents ◽  
Holistic Development ◽  
Specific Focus ◽  
Tier 1 ◽  
Perceptions Of Students ◽  
Positive Program

This paper reports a qualitative evaluation study conducted to explore the perceptions of students who joined the Tier 1 Program of the Project P.A.T.H.S. A total of 92 students were randomly selected to participate in 10 focus groups, which provided qualitative data for the study. With specific focus on how the informants described the program, the descriptors used were primarily positive; the metaphors named by the informants that could stand for the program were basically positive. Program participants also perceived the program to be beneficial in different psychosocial domains. The present study lends further support to the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents.

scholarly journals Evaluation of Project P.A.T.H.S. in Hong Kong: Utilization of Student Weekly Diary

2008 ◽  
Vol 8 ◽  
pp. 13-21 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Ching Man Lam ◽  
Daniel W. M. Lung ◽  
Sui Chung Lo
Keyword(s):  
Hong Kong ◽  
Qualitative Data ◽  
Research Study ◽  
Implementation Phase ◽  
Reflective Journal ◽  
Data Analyses ◽  
Experimental Implementation ◽  
Tier 1 ◽  
Additional Support

Four schools participating in the experimental implementation phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (Secondary 1 level) were randomly selected and invited to join this research study. After completion of the Tier 1 Program, Secondary 1 students in the participating schools were invited to write a reflective journal in the form of a weekly diary in order to reveal their perceptions and feelings regarding the Tier 1 Program and the related benefits. Results of the qualitative data analyses showed that most of the respondents (a) had positive views on the program, (b) had positive views on the instructors, and (c) stated that they had acquired competencies at societal, familial, interpersonal, and personal levels after joining the program. The present qualitative findings based on students' weekly diaries provide additional support for the effectiveness of the Tier 1 Program of P.A.T.H.S. in Hong Kong.

scholarly journals Secondary Data Analyses of Subjective Outcome Evaluation Data Based on Nine Databases

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Program Implementation ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Evaluation Data ◽  
Holistic Development ◽  
School Based ◽  
Data Analyses ◽  
Tier 1

The purpose of this study was to evaluate the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong by analyzing 1,327 school-based program reports submitted by program implementers. In each report, program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were carried out by aggregating nine databases, with 14,390 meaningful units extracted from 6,618 conclusions. Results showed that most of the conclusions were positive in nature. The findings generally showed that the workers perceived the program and program implementers to be positive, and they also pointed out that the program could promote holistic development of the program participants in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (2.15%) and recommendations for improvement were also reported (16.26%). In conjunction with the evaluation findings based on other strategies, the present study suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the holistic development of the program participants.

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students

2017 ◽  
Vol 29 (1) ◽  
pp. 91-102 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Florence K.Y. Wu ◽  
Catalina S.M. Ng ◽  
Wen Yu Chai
Keyword(s):  
Hong Kong ◽  
General Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Qualitative Evaluation ◽  
Beneficial Effects ◽  
The North ◽  
University Curriculum ◽  
American Model ◽  
The Impact

Abstract Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled “General University Requirements (GUR)” aiming to cultivate students in a holistic manner. This study explored students’ impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students’ interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.

Learning Cantonese as an additional language (CAL) or not: What the CAL learners say

2016 ◽  
Vol 2 (1) ◽  
pp. 1-22 ◽  
Author(s):  
David C. S. Li ◽  
Shuet Keung ◽  
Hon Fong Poon ◽  
Zhichang Xu
Keyword(s):  
Hong Kong ◽  
Focus Groups ◽  
Qualitative Data ◽  
Incidental Learning ◽  
Self Esteem ◽  
Independent Learning ◽  
Motivation To Learn ◽  
Personal Names ◽  
Bilingual Dictionaries

AbstractBased on qualitative data obtained from 33 participants in four focus groups, two each in Putonghua (17) and English (16) respectively, this study shows that learners of Cantonese as an additional language (CAL) in Hong Kong experience a lot of difficulties. As a ‘dialect’, Cantonese has not been standardized and is not part of school literacy. A variety of romanization systems are used in commercially obtainable learning aid like Cantonese course books and bilingual dictionaries, which tend to diverge from romanized Cantonese in street signs and personal names. Independent learning is difficult while incidental learning is almost impossible. Cantonese tuition, often focusing on tones, is reportedly not so helpful. With six distinctive tonemes, the Cantonese tone system appears to be a major stumbling block. When spoken to in Cantonese, local speakers tend to switch to English or Putonghua. Inaccuracies in tone contours often trigger laughter, damaging CAL learners’ self-esteem and dampening their motivation to learn and speak Cantonese. Unlike sojourners, non-Chinese residents who see themselves as Hongkongers often get upset as their identity claims are questioned or even challenged by the mainstream Cantonese society.

scholarly journals Focus Group Evaluation from the Perspective of Program Implementers: Findings Based on the Secondary 2 Program

2009 ◽  
Vol 9 ◽  
pp. 992-1002 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Rachel C. F. Sun ◽  
Christina Y. P. Tang
Keyword(s):  
Hong Kong ◽  
Focus Group ◽  
Focus Groups ◽  
Chinese Adolescents ◽  
Holistic Development ◽  
Group Evaluation ◽  
Tier 1 ◽  
Research Findings

Nine focus groups comprising 23 program implementers recruited from nine schools were conducted to evaluate the Tier 1 Program (Secondary 2 Program) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Qualitative findings showed that a majority of the program implementers regarded the program as beneficial to the program participants in different psychosocial domains. The program implementers also described the program positively and positive metaphors were used to represent the program. In conjunction with the previous research findings, the present study provides further support for the effectiveness of the Tier 1 Program of Project P.A.T.H.S. in promoting holistic development among Chinese adolescents in Hong Kong.

scholarly journals Subjective Outcome Evaluation Based on Secondary Data Analyses: The Project P.A.T.H.S. in Hong Kong

2010 ◽  
Vol 10 ◽  
pp. 224-237 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Rachel C.F. Sun
Keyword(s):  
Hong Kong ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Perceived Effectiveness ◽  
Subjective Outcome ◽  
School Based ◽  
Data Analyses ◽  
Tier 1

The intent of this study was to evaluate the program effectiveness of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (Secondary 1 Curriculum) by analyzing 207 school-based program reports, in which program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were conducted and 1,855 meaningful units were extracted from 1,035 “aggregated” conclusions. Among them, about 27 and 18% were related to perceptions of the program and implementers, respectively, and most of them were positive in nature. About one-third was related to perceived effectiveness of the program, and most of them referred to enhancement of students' development in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (3.34%) and recommendations for improvement (18.11%) were also reported. The present study replicated the findings reported in previous studies and suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the development of the program participants.

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