CHEUNG Sin Pui 張善培

Research Projects


  • An Instrument for Measuring Teacher Concerns about School-based Curriculum Development
  • CHEUNG Sin Pui
    1 March 2003
    CUHK Research Committee Funding (Direct Grants)

    The Hong Kong government has poured millions of dollars into the curriculum reform with intent to prepare students for the challenges of globalization and a knowledge-based society. Implementing school-based curriculum development (SBCD) is one of the foci of the current reform. However, most teachers experience a number of problems when they implement SBCD, such as lack of time, expertise and finance, externally imposed restriction, and a threatening school climate. Because the Curriculum Development Council has been planning to promote SBCD, knowledge of primary and secondary school teachers’ concerns is critical. Unfortunately, the concerns of Hong Kong teachers about implementing SBCD have not been systematically investigated. This project aims at designing a questionnaire to measure teacher concerns about implementing SBCD. Cheung’s (2002) 6-stage model of teacher concerns about educational innovations will be used as a conceptual framework for designing the questionnaire items. (ED02836)


  • Measuring Attitudes of Students Toward School Chemistry
  • CHEUNG Sin Pui
    1 January 2007
    CUHK Research Committee Funding (Direct Grants)

    Central to attitude research is the availability of instruments which can provide valid and reliable data. Many researchers have measured students’ attitudes toward school science. However, most past studies are methodologically weak. The aim of this study is to develop an instrument which can provide valid and reliable data on students’ attitudes toward chemistry taught in secondary schools. The study will also investigate the relationships among attitude, grade level, and gender in Hong Kong. Specifically, the study will focus on the following three research questions:

    1. Can the instrument provide valid and reliable data?
    2. Do students’ attitudes toward school chemistry decline as a function of increasing grade level?
    3. Are there any gender differences in students’ attitudes toward school chemistry? (ED06637)


  • Programme for International Student Assessment (PISA) 2006 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick (Curriculum & Instruction), LAW Huk Yuen (Curriculum & Instruction), MAN Yee Fun Evelyn (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), SZE Man Man Paul (Curriculum & Instruction), TONG Choi Wai (Hong Kong Institute of Educational Research), CHIU Ming Ming (Educational Psychology)
    11 October 2004
    Education & Manpower Bureau, HKSAR Government

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research of me Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKCPISA 2006 study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students’ learning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED04383)


  • Programme for International Student Assessment 2009 in Hong Kong
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, MAN Yee Fun Evelyn (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), LAU Kit Ling (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick*, WONG Ka Lok*, LO Nai Kwai Leslie, CHIU Ming Ming (Educational Psychology), HUNG Fan Sing (Hong Kong Institute of Educational Research)
    11 September 2007
    Education Bureau

    The Programme for International Student Assessment (PISA) is developed by the Organization for Economic Co-operation and Development (OECD). It aims at assessing how well students aged 15 near the end of compulsory education have acquired the knowledge and skills essential for participation in society. Operationally the literacy domains of reading, mathematics, and science are assessed. Background data are also collected using questionnaires. Based on the findings, educational indicators are developed to help governmental bodies and policy makers examine, evaluate, and monitor the effectiveness of the education system at both national and school levels. The study takes place every 3 years starting from 2000, with each of the literacy domains in turn to be the major domain and subjected to deeper investigation. PISA 2009 will have Reading as the major domain and reading of electronic text will also be assessed. The purpose of the PISA 2006 in Hong Kong is to continue the investigation of previous PISA cycles (2000, 2003 and 2006) and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will simultaneously carried out in about 60 countries or regions. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students earning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED07310)


  • Promoting the Mastery of Investigative Skills in Junior Secondary Science Students
  • YIP Din Yan, CHEUNG Sin Pui
    15 March 2004
    CUHK Research Committee Funding (Direct Grants)

    The present junior science curriculum of Hong Kong emphasises the development of investigative skills through an inquiry-based approach. However, the practice in schools is counter to the achievement of this goal, as most practical activities are highly prescriptive and students are seldom provided with the opportunities to conduct independent and open-ended scientific investigations.

    The proposed study aims to improve the quality of science teaching and learning by developing a strategy that fosters the mastery of investigative skills in junior science students. It also aims to promote understanding of the nature of science, which is an essential element of scientific literacy. The study involves the use of historical episodes in science and a written task that help students develop understanding of the nature of science and the methods of scientific inquiry. Students are then guided to apply these ideas in investigative work. As students become more proficient and confident in carrying out investigations, they will perform more open-ended and independent investigations, including project work related to scientific investigation. The effects of the intervention will be assessed by a Pre-test/Post –test design, and by interviews and questionnaire surveys of teachers and students. (ED03429)


  • Refining a Stage Model for Studying Teacher Concerns About Educational Innovations
  • CHEUNG Sin Pui
    1 November 2000
    CUHK Research Committee Funding (Direct Grants)

    Many attempts at educational change fail. There are a lot of reasons why an innovation fails to be adopted or implemented by schools, but one important reason is that teachers' concerns about the advocated innovation are not monitored and addressed throughout the process of change. To assess concerns of teachers adopting or implementing an innovation, Hall, George and Rutherford’s (1977) 7- Stage Concern Model is probably the most wellknown model found in the literature. However, research by Cheung, Ng and Hattie (2000) has demonstrated that the 7-stage simplex model does not fit real data. Consequently, Cheung (2000) measured a sample of teachers' concerns about school-based assessment in Hong Kong by an open-ended questionnaire and found that an additional stage of teacher concerns should be added. This research project builds upon the work done by Cheung (2000). The purpose of the research is to develop a Stages of Concern Questionnaire based on the new 6-stage model hypothesized by Cheung (2000) and to test whether the six stages of concerns really form a simplex structure. The concerns of Hong Kong teachers regarding school-based assessment as a component of the public examination system will be used as the context for research. (ED00315)


  • A Test Construction Support System for Chemistry Teachers
  • CHEUNG Sin Pui, LEE Fong Lok, Wong Kwong Wai Raymond*
    1 September 2000
    Quality Education Fund, HKSAR Government

    Research has revealed that chemistry students often have misconceptions of chemical concepts even after teacher instruction. Although researchers have successfully identified students' misconceptions in a number of chemistry topics such as chemical bonding and electrochemistry, chemistry teachers in Hong Kong are generally unaware of these important research findings. The project aims at building a bridge across the gulf between researchers and school teachers by developing a computer-based support system called Test Construction Support System (TCSS). Secondary school chemistry teachers will be trained to use the TCSS to improve the quality of their classroom assessment and chemistry teaching. The TCSS is intended to provide a multimedia environment within which chemistry teachers can perform a number of tasks: to access information about student misconceptions reported by researchers; to learn general guidelines for construction of quality multiple-choice items; to practice how to construct effective multiple-choice items; to learn how information about students' misconceptions can be incorporated into the design of distractors for multiple-choice items; to generate a test paper automatically by the support system; and to allow students to self-assess their understanding of chemical concepts by interacting with an electronic test paper. The TCSS contents will be written in English. The system will be distributed to chemistry teachers in Hong Kong in the form of a CD-ROM, and it will also be put on the Internet so that the databases can be updated periodically. (ED20009)



Research Publications


  • "Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test." (co-authored with YIP Din Yan; TSANG Wing Kwong) Bilingual Research Journal (United States of America: National Association for Bilingual Education) vol.27 no.2 (July 2003), pp.295-331
    (CUHK Library Call No: CC Periodical LC3701 .N33)


* Name of external researcher
# Name of staff who has left the University