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Biggs, J. B. (1996). Western Misperceptions of the Confucian-Heritage Learning Culture. In D. A. Watkins & J. Biggs (Eds.), The Chinese Learner: Cultural, Psychological and Contextual Influences (pp. 45-67). CERC.

has been cited by the following article:

• TITLE: Problem-Based Learning—An Exploration of Student Engagement among Hong Kong Chinese Senior Secondary Students

  AUTHORS: Kalwant Catherine Kaur, Anne O’grady

  KEYWORDS: Problem Based Learning, Traditional Teaching Method, Student Engagement, Self-Directed Learning, Chinese Learners, Hong Kong Diploma in Secondary Education

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.7, July 12, 2024

  ABSTRACT: Problem Based Learning (PBL) has been adopted as a student-centred approach in many educational settings. This research study implemented PBL in the Liberal Studies (LS) curriculum in one secondary school in HK to examine its impact on student engagement. The study used a mixed-methods approach, gathering data through interviews, focus groups, field notes, and questionnaires. The findings demonstrate that PBL enhances student engagement and Self-Directed Learning compared to those in Traditional Teaching Methods. However, the study also highlighted that students’ engagement can also be influenced by individual personality traits, allowing for active involvement through passive participation.