This action research attempted to explore how problem-based learning could be applied to help unmotivated students in a practical school in Hong Kong. Data were drawn from 2 Commercial Studies classes of 30 students. Quantitative data regarding students' off-task and active learning behaviors were collected through the use of questionnaires. Besides, observation and interview were conducted to review students' attitude change in learning, and their ability to apply knowledge. The findings showed that problem-based learning enhanced active learning and co-operation among students. There were no data to support the long-term effect of this approach. It was recommended that teacher training, alongside other methods, should focus on student-centered pedagogy and curriculum to help unmotivated students.
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The Chinese version of the Beck Depression Inventory (C-BDI) was administered to all the 155 adolescents currently attending special schools for maladjusted boys in Hong Kong and 132 of them completed the questionnaire. Utilizing cut-off points developed by Beck, 44 adolescents (33.3%) were nondepressed, 26 (19.7%) were mildly depressed, 26 (19.7%) were moderately depressed and 36 (27.3%) were severly depressed. Total BDI scores of subjects were not signficantly related to age, length of stay in special schools or acting out behaviors. However, subjects observed to have acting out behaviors by their class teachers were found to be suffering from substantial depressive symptomatology and not as what their surface behaviors indicate.
[Copyright of Hong Kong Special Education Forum is the property of Centre for Special Educational Needs and Inclusive Education, The Hong Kong Institute of Education & Special Education Society of Hong Kong.]