Abstract:
This project aimed at measuring the state of students’ well-being with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life as well as in their future work life. This was achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses across three faculties using an integrated well-being model. The project was designed using a mixed-method approach. Different kinds of qualitative and quantitative data were collected. The qualitative data consisted of pre- and post-interviews and e-portfolios. Approximately 24 students (8*3) in the three courses were randomly selected for two rounds of individual interviews. The e-portfolios of all students in the three groups were analysed. The quantitative data were comprised of pre- and post-survey questionnaires on well-being and course grades were collected from all students in the three groups for analysis. These two kinds of data were integrated and enhance each other in terms of student well-being.
Code:
T0208
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jul 2018
End Date:
31 Dec 2019
Status:
Completed
Result:
Qualitatively, we collected 103 students for the pre-survey and 94 students for the post-survey. Compared with our original plan, we collected more data than expected. Through the analysis for the pre- and post-surveys, it shows that the mean scores for six kinds of well-being in the post-survey are higher than those in the pre-survey. Although the hi her mean scores are obtained for all six kinds of well-being , there are four mean differences are significant, namely, physical well-being, emotional well-being, psychological well-being, and social well-being. There are no significant mean differences for two kinds of well-being (cognitive and economic).
Qualitatively, 27 students participated in the pre- and post-interviews. All 27 students commented that they understood more on well-being; 20 out of 27 students reported that their state of well-being increased, but the rest of 7 students commented no significant change of their state of well-being after attending the PAVE courses; The three kinds of well-being, physical, emotional, and social well-being, were often mentioned to increase by the students. This result echoes those from the quantitative surveys.
The journal data from 94 students showed that most students focused on the state of three kinds of well-being, namely, emotional, social, and physical well-beings.
Impact:
There are three major outcomes and accordingly impacts which this project has been achieved based on the results. First, both quantities (pre- and post-surveys) and qualitative (pre- and post-interviews & journals) data showed that students' well-being, engagement, and performance in the three PAVE courses were enhanced.
Second, this project has provided innovative course content and assessment methods to promote students' well-being and evaluate course effectiveness using an e-portfolio in the Sway system. In particular, the results of student well-being has provided concrete empirical evidence on what aspects on student well-being was needed improve and how to improve these. For example, students tended to comment physical, emotional and social well-beings, but less considered to mention cognitive, physical, and economic well-beings. The future courses may consider to add the elements relating to these.
Third, from the data, the participating students tended to support to include well-being elements into their e-portfolio in other positive education courses and/or in the period of university life. It is possible that to promote this practice in other non-PAVE courses at EdUHK or even the courses in other universities in a long run.
Financial Year:
2017-18
Type:
TDG