scholarly journals The impact of blogging on Hong Kong primary school students' bilingual reading literacy

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Shek Kam Tse ◽  
Allan Hoi-kau Yuen ◽  
Elizabeth Ka-yee Loh ◽  
Joseph Wai-ip Lam ◽  
Rex Hung-wai Ng
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Mother Tongue ◽  
Reading Proficiency ◽  
Primary School Students ◽  
School Students ◽  
Reading Tests ◽  
English Reading ◽  
The Impact ◽  
Chinese And English

<span>This study looked at the types of blog consulted by 1,298 Primary 4 students in Hong Kong and whether such consultation influenced performance on standardised tests of Chinese and English reading comprehension. When students were asked if they consulted Chinese and English blogs, 42% said they looked at Chinese blogs and 19% said they looked at English blogs. This difference was anticipated since Chinese is the mother tongue of most primary school students in Hong Kong and English is a second language. The themes of sites consulted were categorised into types: the Chinese blogs being able to be categorised into three types, and the English blogs into two. Boys and girls differed in their choice of Chinese and English blog topics and the strength of the students' Chinese and English reading proficiency clearly had some influence on the choice of blogs consulted. Factor analysis was used to group together types of blog and analysis of variance was applied to test differences in performance. With over half of the students saying they did not consult either Chinese or English blogs, it is unwise to draw weighty conclusions about the influence of blogging on reading standards. There was little evidence that regularly consulting the Internet was associated with high grades on either Chinese or English reading tests. Given the large number of students who said they had never consulted blogs, discussion of the analytical outcomes and conclusions are guarded but recommendations are offered.</span>

Examining the impact of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong

2017 ◽  
Vol 22 (6) ◽  
pp. 2671-2691 ◽  
Author(s):  
Barley S. Y. Mak ◽  
Alan C. K. Cheung ◽  
Xin Guo ◽  
Philip C. Abrami ◽  
Anne Wade
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Literacy Program ◽  
Primary School Students ◽  
School Students ◽  
Web Based ◽  
The Impact

Prevalence and associations of myopia in Hong Kong primary school students

2020 ◽  
Vol 64 (4) ◽  
pp. 437-449 ◽  
Author(s):  
Bonnie Nga Kwan Choy ◽  
Qisheng You ◽  
Ming Ming Zhu ◽  
Jimmy Shiu Ming Lai ◽  
Alex Lap Ki Ng ◽  
...  
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary School Students ◽  
School Students

A Smoking Intervention Programme for Primary School Students in Hong Kong

1995 ◽  
pp. 665-667
Author(s):  
C. L. Betson ◽  
T. H. Lam ◽  
J. Peters ◽  
A. J. Hedley ◽  
C. M. Wong
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary School Students ◽  
Intervention Programme ◽  
School Students ◽  
Smoking Intervention

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self - Reported Patterns of Lesson Participation

2017 ◽  
Vol 8 (1) ◽  
pp. 227-236
Author(s):  
Lykesas Georgios ◽  
Dania Aspasia ◽  
Koutsouba Maria ◽  
Nikolaki Evgenia ◽  
Tyrovola Basiliki
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Instructional Program ◽  
Control Group ◽  
Teaching Model ◽  
Primary School Students ◽  
School Students ◽  
Traditional Dance ◽  
The Impact ◽  
Experimental Group

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

School accreditation scheme reduces childhood obesity in Hong Kong

2018 ◽  
Vol 26 (4) ◽  
pp. 70-78
Author(s):  
Yuk Ching Alex Fu ◽  
Kit Ching To ◽  
Wing Yan Tao ◽  
Kai Ming Andrew Kwan ◽  
Yuen Ho Lee ◽  
...  
Keyword(s):  
Hong Kong ◽  
Childhood Obesity ◽  
Primary School ◽  
Primary School Students ◽  
School Students ◽  
Slope Test ◽  
Accredited Schools ◽  
Professional Health ◽  
Dietary Programme ◽  
School Accreditation

Childhood obesity is an increasing threat to the health of primary school students in Hong Kong. Obesity results from energy excess from food relative to energy expenditure through physical activity. In Hong Kong, a whole day primary schooling policy has been implemented since 1993 and today most primary school students have their lunch on campus and some also purchase snacks and drinks from school tuck shops or vending machines. The EatSmart School Accreditation Scheme (ESAS) aiming at combating childhood obesity was launched in 2009/2010. Professional (health promotion, dietary, programme, etc.) support is provided to help schools formulate policies, introduce structures and implement measures to help students develop the habit of healthy eating. The aim of this study is to investigate the change of childhood obesity (including overweight) rates over time among schools awarded with ESAS accreditation. Seven-year retrospective data on obesity status were obtained for the period 2007/2008–2013/2014 (number of students = 113,322, number of measurements = 314,746) from all 105 ESAS-accredited schools. Before schools were geared up for the accreditation scheme obesity rates were fairly stable (slope test p > 0.05) among their student population ranging from 23.2% to 21.9%, whereas the rates dropped significantly (slope test p < 0.05) from 21.9% to 19.3% after intervention. For ESAS-accredited schools, there was an average annual reduction of 0.49% point in obesity rate which was 0.18% point higher than that of 0.31% point among non-ESAS-accredited schools. These results show that schools achieving ESAS accreditation are associated with a bigger improvement in the student obesity problem.

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