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postgraduate thesis: How does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studiesin a local band 2 secondary school?

TitleHow does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studiesin a local band 2 secondary school?
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Chan, Y. K. [陳玥明]. (2012). How does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studies in a local band 2 secondary school?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017767
AbstractLiberal Studies has become a core subject of senior form students in the new education system in Hong Kong since 2009. One purpose of the subject is to develop students as life-long learners. To enhance teaching effectiveness and achieve this goal, learning environment is an important element. This study investigated the effects of co-operative learning on Form Four (Grade 10) and Form Five (Grade 11) students’ metacognition and self-motivation towards Liberal Studies. Participants were 245 students from Form Four and Form Five in a local band two secondary school located in Tin Shui Wai. 68 of them were taught by the author with co-operative learning and 177 of them were taught by other teachers with other teaching methods. Data collection was conducted using questionnaires and group interviews to assess students’ motivation and abilities of self-directed learning in Liberal Studies among different teaching groups. Results of the study showed that co-operative learning is more likely to enhance students’ motivation and self-regulatory skills in their learning than other teaching methods. However, with limitations, results of this study were not precise enough. It is suggested that further research should be conducted to find a more concrete effects of co-operative learning on students’ metacognition and self-motivation towards Liberal Studies.
DegreeMaster of Education
SubjectGroup work in education - China - Hong Kong.
Motivation in education - China - Hong Kong.
Metacognition.
General education - Study and teaching (Secondary) - China - Hong Kong.
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/183356

 

DC FieldValueLanguage
dc.contributor.authorChan, Yuet-ming, Kate.-
dc.contributor.author陳玥明.-
dc.date.accessioned2013-05-26T06:54:41Z-
dc.date.available2013-05-26T06:54:41Z-
dc.date.issued2012-
dc.identifier.citationChan, Y. K. [陳玥明]. (2012). How does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studies in a local band 2 secondary school?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017767-
dc.identifier.urihttp://hdl.handle.net/10722/183356-
dc.description.abstractLiberal Studies has become a core subject of senior form students in the new education system in Hong Kong since 2009. One purpose of the subject is to develop students as life-long learners. To enhance teaching effectiveness and achieve this goal, learning environment is an important element. This study investigated the effects of co-operative learning on Form Four (Grade 10) and Form Five (Grade 11) students’ metacognition and self-motivation towards Liberal Studies. Participants were 245 students from Form Four and Form Five in a local band two secondary school located in Tin Shui Wai. 68 of them were taught by the author with co-operative learning and 177 of them were taught by other teachers with other teaching methods. Data collection was conducted using questionnaires and group interviews to assess students’ motivation and abilities of self-directed learning in Liberal Studies among different teaching groups. Results of the study showed that co-operative learning is more likely to enhance students’ motivation and self-regulatory skills in their learning than other teaching methods. However, with limitations, results of this study were not precise enough. It is suggested that further research should be conducted to find a more concrete effects of co-operative learning on students’ metacognition and self-motivation towards Liberal Studies.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B50177679-
dc.subject.lcshGroup work in education - China - Hong Kong.-
dc.subject.lcshMotivation in education - China - Hong Kong.-
dc.subject.lcshMetacognition.-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong.-
dc.titleHow does cooperative learning enhance self-motivation and metacognition of senior form students in learning NSS liberal studiesin a local band 2 secondary school?-
dc.typePG_Thesis-
dc.identifier.hkulb5017767-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017767-
dc.date.hkucongregation2012-

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