Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 73-82).

Thesis (M. Ed.)--University of Hong Kong, 1982.

This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other. / published_or_final_version / Education / Master / Master of Education

This paper aims at investigating the attitude of junior and senior students of Hong Kong secondary school toward the medium of instruction. This study involved 37 senior students and 34 junior students of the same CMI secondary school. The research is quantitative in nature and data is analyzed statistically. The major findings are, firstly, both groups of students affirm with the benefits of CMI in enhancing effective learning of content subjects. However, they do not agree that CMI can effectively enhance their English ability. Second, students choose between CMI and EMI according to the status of Chinese and English in their mind, which varies with the changes of needs and challenges they face with. The results suggest that the status of Chinese is higher with the junior students. They are both strongly integratively and instrumentally orientated toward Chinese. The benefits of CMI outweigh the disadvantages it has on English learning. Therefore, junior students show a more positive attitude toward CMI. On the other hand, senior students are aware of the high demand in English at university and at work. Their needs to face the society after graduation cause them to be more instrumentally orientated toward English. Therefore, the status of English is relatively higher than Chinese among the senior students, which results in a more positive attitude toward EMI learning. / published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education