Students' experience on the teaching and learning of the International Baccalaureate Curriculum

Abstract

This study investigates the students’ experience on the teaching and learning of the International Baccalaureate curriculum. It has four aims: to analyse the reasons why students in a local male school would choose to study IB in Hong Kong; to investigate students’ understanding of ‘international mindedness’; to explore students’ experience in the teaching and learning of the IB curriculum and the divergences between their viewpoints and the curriculum’s aims and objectives; and, to explore whether there is adequate school support on the students’ learning.

The offer of the IB curriculum in a local DSS school has attracted many parents and students. The school is famous for its traditions and outstanding performance in various fields such as academic, music and sports. This study provides an opportunity to explore the implementation of IB curriculum in a local school environment, so as to identify the differences between a local and international school. Furthermore, the school has organised an unique bridging course in Hong Kong named the Pre-IB programme. Quite a number of students find the programme useful in preparing them for the IB DP.

There are four main findings. First, students explained the reasons why they chose to take the IB instead of DSE in a local DSS school that offers both curricula. Second, the understanding of international mindedness is discussed in the context of a local school in comparison to an international school environment. Third, students experience the specialties of IB teaching, as various teaching approaches are applied to enhance students’ learning. Fourth, students stated the gap between their expectations of the IB curriculum and the reality they experienced in terms of teaching and learning. The study concludes that students chose to take the IB because of external benefits such as the acquisition of a qualification could help them gain admission to prestigious universities. Some of them may be attracted by the teaching philosophy. Also, they would listen to their parents’ opinion on which curriculum to choose. International mindedness encourages students to become understanding and respectful of others’ cultures. The school environment is a critical factor that affects the development of students’ international mindedness. Furthermore, students hold positive views towards the IB education, but they do feel that tackling the IB is much more stressful than DSE. However, they are getting used to the way of teaching and appreciate teachers’ professional knowledge. Lastly, IB education provides a great opportunity to train students’ independent learning skill. The implementation of the Pre-IB programme enhances students’ adaptability towards the IB DP.