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Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong

Received: 28 September 2021     Accepted: 20 October 2021     Published: 23 November 2021
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Abstract

Shadow education has been a popular topic among students in Hong Kong, since a lot of them have extra classes after school. Research has shown that shadow education is subordinated to mainstream schools, and it can provide a more supportive role to students who are in-need. In these days, scholars focused on discussing the impact that shadow education had on students, and students, teachers and parents’ point of views. However, there is hardly any research about the teaching methods inside shadow education. This is a very important topic, since teaching methods will affect the effectiveness of student’s learning. As a result, for this research, the main focus is on shadow education teaching method. The use of task cycle is also being used in this research, since studies showed that it can improve the student’s learning abilities. By using an organized teaching method in shadow education, this may improve the quality of shadow education. Moreover, this can open an area for more research to investigate the teaching methods in shadow education. Both qualitative and quantitative findings were used to explain the effectiveness of task cycle in a supplementary lesson, and students were able to express their opinions towards different teaching methods that were used for their supplementary lessons.

Published in Education Journal (Volume 10, Issue 6)
DOI 10.11648/j.edu.20211006.12
Page(s) 218-225
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Language Learning, Shadow Education, Task Cycle, Teaching and Learning

References
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Cite This Article
  • APA Style

    Cheng Ching Ho Richard. (2021). Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong. Education Journal, 10(6), 218-225. https://doi.org/10.11648/j.edu.20211006.12

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    ACS Style

    Cheng Ching Ho Richard. Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong. Educ. J. 2021, 10(6), 218-225. doi: 10.11648/j.edu.20211006.12

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    AMA Style

    Cheng Ching Ho Richard. Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong. Educ J. 2021;10(6):218-225. doi: 10.11648/j.edu.20211006.12

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  • @article{10.11648/j.edu.20211006.12,
      author = {Cheng Ching Ho Richard},
      title = {Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong},
      journal = {Education Journal},
      volume = {10},
      number = {6},
      pages = {218-225},
      doi = {10.11648/j.edu.20211006.12},
      url = {https://doi.org/10.11648/j.edu.20211006.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211006.12},
      abstract = {Shadow education has been a popular topic among students in Hong Kong, since a lot of them have extra classes after school. Research has shown that shadow education is subordinated to mainstream schools, and it can provide a more supportive role to students who are in-need. In these days, scholars focused on discussing the impact that shadow education had on students, and students, teachers and parents’ point of views. However, there is hardly any research about the teaching methods inside shadow education. This is a very important topic, since teaching methods will affect the effectiveness of student’s learning. As a result, for this research, the main focus is on shadow education teaching method. The use of task cycle is also being used in this research, since studies showed that it can improve the student’s learning abilities. By using an organized teaching method in shadow education, this may improve the quality of shadow education. Moreover, this can open an area for more research to investigate the teaching methods in shadow education. Both qualitative and quantitative findings were used to explain the effectiveness of task cycle in a supplementary lesson, and students were able to express their opinions towards different teaching methods that were used for their supplementary lessons.},
     year = {2021}
    }
    

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    T1  - Teaching Method in Shadow Education: The Impact of Implementing a Task Cycle into Supplementary Lessons in Hong Kong
    AU  - Cheng Ching Ho Richard
    Y1  - 2021/11/23
    PY  - 2021
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    EP  - 225
    PB  - Science Publishing Group
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    AB  - Shadow education has been a popular topic among students in Hong Kong, since a lot of them have extra classes after school. Research has shown that shadow education is subordinated to mainstream schools, and it can provide a more supportive role to students who are in-need. In these days, scholars focused on discussing the impact that shadow education had on students, and students, teachers and parents’ point of views. However, there is hardly any research about the teaching methods inside shadow education. This is a very important topic, since teaching methods will affect the effectiveness of student’s learning. As a result, for this research, the main focus is on shadow education teaching method. The use of task cycle is also being used in this research, since studies showed that it can improve the student’s learning abilities. By using an organized teaching method in shadow education, this may improve the quality of shadow education. Moreover, this can open an area for more research to investigate the teaching methods in shadow education. Both qualitative and quantitative findings were used to explain the effectiveness of task cycle in a supplementary lesson, and students were able to express their opinions towards different teaching methods that were used for their supplementary lessons.
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Author Information
  • Department of General Education, Hong Kong Adventist College, Hong Kong

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