Chinese Pupils and Their Learning Preferences

This research project explored the responses of Chinese pupils in Greater Manchester schools to the education that they received in a variety of school settings - independent, grant-maintained and comprehensive. The research was conducted through case studies of five Chinese families, questionnaire responses from 150 Chinese and British-Chinese pupils and 200 British-European pupils and interviews with 65 Chinese and British-Chinese pupils and 35 British-European pupils. A companion enquiry provided some additional comparative data from Hong Kong. The overwhelming conclusion from this research is the extent to which British-Chinese pupils remain conditioned by traditional Chinese behavioural rules even though they were largely born and educated in England. The two fundamental rules of 'respect for superiors' and 'loyalty and filial piety' provide a framework within which they create expectations and attitudes with regard to their education. The questionnaire enquired into the learning preferences of pupils of Chinese origin, in schools in Greater Manchester, and compared their views with those of European pupils in the same schools. The impact of Chinese beliefs was very evident, with a belief in knowledge and the power of memorising rather than understanding. Significant differences were found for a number of learning preferences, with British Chinese pupils preferring to work alone rather than in groups. They also do not like being asked, or asking, questions and do not value peer discussion. British-European pupils prefer problem-solving and making up their minds on issues. The distinctive preferences of British-Chinese pupils remain suppressed and covert in the English classrooms due to the controlling influence of the imposing principles to present no overt challenges to authority. The commitment to memorising is also misleading since for British-European students it is associated with surface learning whilst the evidence points to the capacity of the Chinese students to develop deep learning structures by this method - the Chinese Learner Paradox. Note that the term 'British-European' rather than 'British White' was chosen in order to emphasise the cultural (rather than racial) derivation of the enquiry. These pupils have origins amongst the long settled groups in the British Isles. The British Chinese pupils were largely from Hong Kong, though a few were from Mainland China and some from Vietnam. It does emphasise the inevitable complications with which such terms should be understood.