Chapter 6 Major Findings and Discussion for Primary School Sector Sector
6.4 Enriching Digital Resources for Learning
6.4.1 Sources of Digital Resources
School heads were satisfied that their schools acquired up-to-date digital resources for teachers and students’ use
School heads’ levels of satisfaction with enriching digital resources for learning is presented in Table 6.65 ([P1]HSQ6a-c). In MS1, more than two-thirds of school heads (68%) were satisfied or very satisfied with the acquisition of up-to-date digital resources for teachers’ and students’ use.
Around 50% of school heads were satisfied or very satisfied that their schools developed quality school-based digital resources and a repository of online resources for all KLAs (53%) and derived an effective digital resource management mechanism to facilitate learning and teaching as well as sharing among teachers, parents and students (47%). The mean ratings of these three items fell in the range of 3.45 to 3.76 (SD:0.72-0.76) on a scale of 1 to 5 where 1 was ‘totally not satisfied’ and 5 was ‘very satisfied’. A statistically significant increase was identified in the satisfaction level in all aspects related to enriching digital resources for learning in MS2. These aspects were: acquisition of up-to-date digital resources for teachers’ and students’ use (from 68%
to 74%), development of quality school-based digital resources and a repository of online resources for all KLAs (from 53% to 59%) as well as development of an effective digital resource management mechanism to facilitate learning and teaching as well as sharing among teachers, parents and students (from 47% to 60%).
School heads considered the digital resources from the HKEdCity as the most important source School heads’ perception of the importance of different sources of digital resources is presented in Table 6.66 ([P2]HQ9a-j). In MS1, the two most important sources of digital resources for learning and teaching were those from the HKEdCity (89%) and free resources downloaded from the Internet (except the HKEdCity) (80%). Around 70% of school heads indicated that the digital resources obtained from the Quality Education Fund (72%) as well as digital resources purchased by schools (70%) and purchased by means of the electronic Learning Credits scheme (70%) as important or very important. 33% to 52% of them considered the digital resources purchased by or obtained via community resources (52%), produced by teachers (36%) and purchased from the funding of the sponsoring body (33%) as important or very important. All of the above items had mean ratings ranged from 3.11 to 4.13 (SD:0.61-0.99) on a scale of 1 to 5 where 1 was ‘totally not important’ and 5 was ‘very important’. A statistically significant increase was noted in the percentages of school heads who considered digital resources purchased by means of the
“electronic Learning Credits” (from 70% to 80%) as important or very important whereas a statistically significant decrease was noted in those purchased by parents (from 27% to 22%) in MS2.
The most common digital resources which teachers used frequently or very frequently were those provided by textbook publishers
When looking at the frequency of teachers using different digital resources (Table 6.67, [P5]TQ10a.i-xi), the most common resources which teachers used frequently or very frequently were provided by textbook publishers (61%), as reported in MS1. It was followed by resources purchased by their schools (34%) and free resources downloaded from the Internet (30%). All other digital resources were frequently or very frequently used by less than 29% of the primary school teachers, with mean ratings less than 3.00 on a scale of 1 to 5 where 1 was ‘never’ and 5 was ‘very frequently’. 17% to 28% of the teachers frequently or very frequently used the digital resources from the HKEdCity (28%), the digital resources developed by themselves (20%), and the EMB (17%). Less that 11% of the respondents frequently or very frequently used the digital resources developed by the tertiary institutions (8%) and other government departments or voluntary organisations (10%). A statistically significant increase in the usage of digital resources provided by textbook publishers (from 61% to 70%) was identified in MS2. Usage of all other digital resources except “others” also significantly increased statistically in MS2 (MS1: 8%-34%;
MS2: 10%-43%). Usage of the digital resources such as those from the HKEdCity (from 28% to 31%), the EMB (from 17% to 20%) and the community (MS1:8%-10%; MS2: 10%-14%) significantly increased statistically in MS2.
Table 6.65 School heads’ levels of satisfaction with enriching digital resources for learning ([P1]HSQ6a-c)
MS1 MS2
Mean SD N Count (%) of School Heads choosing the option Mean SD N Count (%) of School Heads choosing the option (1-5)
Very satisfied Satisfied Quite satisfied
(一般) Not satisfied Totally not satisfied
(1-5) Very
satisfied Satisfied Quite satisfied
(一般) Not satisfied Totally not satisfied
P-value
a. 3.50 0.75 551 37 ( 7 ) 252 ( 46 ) 215 ( 39 ) 46 ( 8 ) 1 ( 0 ) 3.63 0.70 445 38 ( 9 ) 223 ( 50 ) 169 ( 38 ) 13 ( 3 ) 2 ( 0 ) 0.010*
b. 3.45 0.72 551 30 ( 5 ) 233 ( 42 ) 245 ( 44 ) 43 ( 8 ) 0 ( 0 ) 3.64 0.66 445 31 ( 7 ) 238 ( 53 ) 163 ( 37 ) 12 ( 3 ) 1 ( 0 ) 0.000***
c. 3.76 0.76 551 76 ( 14 ) 295 ( 54 ) 152 ( 28 ) 26 ( 5 ) 2 ( 0 ) 3.89 0.70 445 78 ( 18 ) 248 ( 56 ) 114 ( 26 ) 3 ( 1 ) 2 ( 0 ) 0.010*
Aspects related to enriching digital resources for learning
a. The school has developed quality school-based digital resources and a repository of online resources for all key learning areas (KLAs).
b. The school has derived an effective mechanism for digital resource management to facilitate learning and teaching as well as sharing among teachers, parents and students.
c. The school from time to time acquires up-to-date digital resources for teachers’/students’ use.
Mean: 1=“Totally not satisfied” and 5=“Very satisfied”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 6.66 School heads’ perception of the importance of different sources of digital resources for learning and teaching ([P2]HQ9a-j)
MS1 MS2
Mean SD N Count (%) of School Heads choosing the option Mean SD N Count (%) of School Heads choosing the option (1-5)
Very
important Important
Quite important
(一般)
Not important
Totally not important
(1-5)
Very
important Important
Quite important
(一般)
Not important
Totally not important
P-value
a. 3.24 0.72 539 14 ( 3 ) 176 ( 33 ) 279 ( 52 ) 66 ( 12 ) 4 ( 1 ) 3.17 0.82 440 19 ( 4 ) 123 ( 28 ) 221 ( 50 ) 67 ( 15 ) 10 ( 2 ) 0.141 b. 3.98 0.64 539 99 ( 18 ) 336 ( 62 ) 99 ( 18 ) 5 ( 1 ) 0 ( 0 ) 3.91 0.64 440 67 ( 15 ) 271 ( 62 ) 98 ( 22 ) 4 ( 1 ) 0 ( 0 ) 0.078 c. 4.13 0.61 539 138 ( 26 ) 337 ( 63 ) 61 ( 11 ) 3 ( 1 ) 0 ( 0 ) 4.06 0.66 440 102 ( 23 ) 266 ( 60 ) 68 ( 15 ) 3 ( 1 ) 1 ( 0 ) 0.087 d. 3.85 0.73 539 95 ( 18 ) 281 ( 52 ) 150 ( 28 ) 13 ( 2 ) 0 ( 0 ) 3.92 0.68 440 79 ( 18 ) 252 ( 57 ) 103 ( 23 ) 6 ( 1 ) 0 ( 0 ) 0.142 e. 3.85 0.74 539 94 ( 17 ) 286 ( 53 ) 145 ( 27 ) 12 ( 2 ) 2 ( 0 ) 4.01 0.70 440 98 ( 22 ) 256 ( 58 ) 78 ( 18 ) 7 ( 2 ) 1 ( 0 ) 0.001***
f. 2.93 0.97 539 24 ( 4 ) 124 ( 23 ) 223 ( 41 ) 128 ( 24 ) 40 ( 7 ) 2.84 0.98 440 19 ( 4 ) 86 ( 20 ) 179 ( 41 ) 119 ( 27 ) 37 ( 8 ) 0.123 g. 3.00 0.88 539 17 ( 3 ) 132 ( 24 ) 251 ( 47 ) 113 ( 21 ) 26 ( 5 ) 2.90 0.89 440 14 ( 3 ) 84 ( 19 ) 210 ( 48 ) 106 ( 24 ) 26 ( 6 ) 0.046*
h. 3.11 0.95 539 33 ( 6 ) 144 ( 27 ) 239 ( 44 ) 93 ( 17 ) 30 ( 6 ) 3.06 0.96 440 26 ( 6 ) 111 ( 25 ) 192 ( 44 ) 85 ( 19 ) 26 ( 6 ) 0.417 i. 3.41 0.99 539 58 ( 11 ) 221 ( 41 ) 171 ( 32 ) 62 ( 12 ) 27 ( 5 ) 3.33 0.89 440 28 ( 6 ) 173 ( 39 ) 170 ( 39 ) 55 ( 13 ) 14 ( 3 ) 0.085 j. 3.85 0.89 539 122 ( 23 ) 263 ( 49 ) 108 ( 20 ) 41 ( 8 ) 5 ( 1 ) 3.73 0.93 440 80 ( 18 ) 217 ( 49 ) 101 ( 23 ) 30 ( 7 ) 12 ( 3 ) 0.067 Sources of digital resources for learning and teaching in school
a. Digital resources produced by teachers b. Free digital resources downloaded from the Internet (except HKEdCity)
c. Digital resources from HKEdCity d. Digital resources purchased by the school
e. Digital resources purchased by means of the “Electronic Learning Credit”
f. Digital resources purchased from parents’ donations
g. Digital resources purchased by parents h. Digital resources purchased from the funding of the sponsoring body
i. Digital resources purchased by/obtained via community resources (e.g. publishers and IT industries) j. Digital resources obtained from Quality Education Fund
Mean: 1=“Totally not important” and 5=“Very important; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 6.67 Teachers’ frequency in using different digital resources ([P5]TQ10a.i-xi)
MS1 MS2
Mean SD N Count (%) of Teachers choosing the option Mean SD N Count (%) of Teachers choosing the option
(1-5) Very
Frequently Frequently Occasionally
(間中) Rarely Never (1-5) Very
Frequently Frequently Occasionally
(間中) Rarely Never
P-value
i. 2.68 1.06 1829 102 ( 6 ) 263 ( 14 ) 666 ( 36 ) 535 ( 29 ) 263 ( 14 ) 2.77 1.03 1802 98 ( 5 ) 294 ( 16 ) 704 ( 39 ) 506 ( 28 ) 200 ( 11 ) 0.004**
ii. 2.68 0.94 1830 46 ( 3 ) 269 ( 15 ) 762 ( 42 ) 554 ( 30 ) 199 ( 11 ) 2.79 0.95 1802 57 ( 3 ) 315 ( 17 ) 787 ( 44 ) 472 ( 26 ) 171 ( 9 ) 0.000***
iii. 3.20 0.87 1830 99 ( 5 ) 539 ( 29 ) 886 ( 48 ) 237 ( 13 ) 69 ( 4 ) 3.37 0.89 1802 168 ( 9 ) 616 ( 34 ) 786 ( 44 ) 182 ( 10 ) 50 ( 3 ) 0.000***
iv. 2.96 0.94 1830 69 ( 4 ) 431 ( 24 ) 803 ( 44 ) 403 ( 22 ) 124 ( 7 ) 3.11 0.93 1802 116 ( 6 ) 449 ( 25 ) 850 ( 47 ) 293 ( 16 ) 94 ( 5 ) 0.000***
v. 3.03 0.94 1829 86 ( 5 ) 461 ( 25 ) 821 ( 45 ) 348 ( 19 ) 113 ( 6 ) 3.14 0.95 1802 132 ( 7 ) 460 ( 26 ) 827 ( 46 ) 292 ( 16 ) 91 ( 5 ) 0.002**
vi. 2.74 0.87 1829 38 ( 2 ) 270 ( 15 ) 837 ( 46 ) 552 ( 30 ) 132 ( 7 ) 2.86 0.89 1802 61 ( 3 ) 300 ( 17 ) 875 ( 49 ) 449 ( 25 ) 117 ( 6 ) 0.000***
vii.. 2.55 0.87 1829 27 ( 1 ) 171 ( 9 ) 788 ( 43 ) 637 ( 35 ) 206 ( 11 ) 2.67 0.88 1802 35 ( 2 ) 212 ( 12 ) 848 ( 47 ) 531 ( 29 ) 176 ( 10 ) 0.000***
viii. 2.31 0.89 1829 21 ( 1 ) 129 ( 7 ) 588 ( 32 ) 749 ( 41 ) 342 ( 19 ) 2.45 0.91 1800 31 ( 2 ) 148 ( 8 ) 694 ( 39 ) 648 ( 36 ) 279 ( 16 ) 0.000***
ix. 3.70 1.01 1829 424 ( 23 ) 702 ( 38 ) 489 ( 27 ) 160 ( 9 ) 54 ( 3 ) 3.92 0.95 1801 558 ( 31 ) 695 ( 39 ) 422 ( 23 ) 97 ( 5 ) 29 ( 2 ) 0.000***
x. 2.77 0.92 1829 49 ( 3 ) 294 ( 16 ) 854 ( 47 ) 458 ( 25 ) 174 ( 10 ) 2.89 0.94 1802 71 ( 4 ) 344 ( 19 ) 847 ( 47 ) 388 ( 22 ) 152 ( 8 ) 0.000***
xi. 1.77 1.08 82 2 ( 2 ) 3 ( 4 ) 19 ( 23 ) 8 ( 10 ) 50 ( 61 ) 1.98 1.24 112 5 ( 4 ) 9 ( 8 ) 27 ( 24 ) 9 ( 8 ) 62 ( 55 ) 0.272 Digital resources
i. Resources developed by yourself ii. Resources developed by your school
iii. Resources purchased by your school iv. HKEdCity
v. Free resources downloaded from the Internet vi. Resources developed by Education and Manpower Bureau
vii. Resources provided by other government department(s)/voluntary organisation(s) viii. Tertiary institution(s)
ix. Resources provided by textbook publisher(s) x. Resources developed by other software vendor(s)
xi. Others (Please specify: _____)
Mean: 1= “Totally not important” and 5=“Very important; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
The most common digital resources assigned for students as reported by teachers were those free resources downloaded from the Internet while students used various sources of digital resources for their self-learning
Table 6.68 ([P5]TQ10d) shows the sources of digital resources assigned by teachers for students to learn subject knowledge beyond school hours. The most common digital resources assigned for students as reported by teachers in MS1 were free resources downloaded from the Internet (except the HKEdCity) (55%), followed by the digital resources from the HKEdCity (42%). Only 15% of the teachers assigned self-made digital resources. No statistically significant difference was identified in MS2.
Students were asked to indicate the sources of digital resources that they used on their own initiative for self-learning beyond school hours (Table 6.68 ([P6]SQ11c). In MS1, it was found that an average of 21% to 25% of P4 and P6 students used free digital resources downloaded from the Internet (except the HKEdCity), digital resources purchased by schools and digital resources from the HKEdCity. 21% of P4 and 23% of P6 students used digital resources from the HKEdCity.
Student’s practice in using digital resources shows that they search for resources from various sources. A statistically significant increase was observed in the percentages of all types of digital resources that students used on their own initiative for self-learning beyond school hours in MS2 (MS1: P4=17%-23% and P6=17%-25%; MS2: P4=26%-39% and P6=24%-37%).
Table 6.68 Digital resources assigned by teachers for students to learn subject knowledge and used by students on their own initiative for self-learning beyond school hours ([P5]TQ10d, [P6]SQ11c)
Percentage (%) choosing the options Digital resources which students
used on their own initiative for self-learning beyond school hours
Digital resources which teachers assigned students to use for learning subject knowledge
beyond school hours
P4 P6 Teachers
P-value P-value P-value
Digital Resources
MS1 (N=982)
MS2 (N=993)
MS1 (N=1144)
MS2 (N=991)
MS1 (N=1177)
MS2 (N=1114) Digital resources purchased by the school 23 29 0.001** 22 31 0.000*** 34 36 0.353 Free digital resources downloaded from the
Internet (except HKEdCity)
21 33 0.000*** 25 33 0.000*** 55 52 0.155
Digital resources from HKEdCity 21 39 0.000*** 23 37 0.000*** 42 44 0.310 Self-made digital resources by the Teachers 17 26 0.000*** 17 24 0.000*** 15 13 0.253
Others 51 7 0.000*** 54 8 0.000*** 21 20 0.414
Multiple responses items; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Students perceived that the digital resources assigned by teachers or used on their own initiative beyond school hours were helpful whereas teachers perceived a lower level of helpfulness of digital resources assigned by them for students subject learning
Concerning the helpfulness of digital resources for learning, no matter they were assigned by teachers for learning subject knowledge or used by students on their own initiative for self-learning beyond school hours, 68% of P4 and 63% or less of P6 students found them to be helpful or definitely helpful in MS1. The mean ratings fell in the range of 3.69 to 3.87 (SD:0.82-0.87) on a scale of 1 to 5 where 1 was ‘definitely not’ and 5 was ‘yes definitely’ (Table 6.69, [P6]SQ10d,11d). Similarly, 62% of the teachers considered the digital resources which they assigned to students to be helpful or definitely helpful for students’ learning of the subject content, with a mean rating of 3.61 (SD:0.57) (Table 6.69, [P5]TQ10e). There was no statistically significant difference in students’ perceived level of the helpfulness of digital resources assigned by teachers for learning subject knowledge beyond school hour, but a statistically significant increase was noted in those of teachers (from 62% to 66%) in MS2. A statistically significant increase was also identified in students’ perceived level of helpfulness for those used on their initiative for self-learning beyond school hours in MS2 (MS1: 63%-68%; MS2: 68%-74%).
Table 6.69 Teachers’ and students’ perception of the helpfulness of digital resources assigned by teachers for learning subject knowledge/used by students on their own initiative for self-learning beyond school hours ([P5]TQ10e, [P6]SQ10d,11d)
Mean SD N Count (%) choosing the option Class levels/
Stakeholders (1-5) Yes
definitely Yes Maybe
(一般) No Definitely not
P-value
Levels of helpfulness of the digital resources assigned by teachers for learning subject knowledge beyond school hours
MS1 3.86 0.85 882 211 ( 24 ) 384 ( 44 ) 255 ( 29 ) 19 ( 2 ) 13 ( 1 ) P4
MS2 3.90 0.92 961 249 ( 26 ) 451 ( 47 ) 201 ( 21 ) 37 ( 4 ) 24 ( 3 ) 0.069 MS1 3.69 0.84 1050 166 ( 16 ) 477 ( 45 ) 342 ( 33 ) 49 ( 5 ) 16 ( 2 ) P6
MS2 3.76 0.81 980 164 ( 17 ) 470 ( 48 ) 300 ( 31 ) 35 ( 4 ) 11 ( 1 ) 0.100 MS1 3.61 0.57 1177 19 ( 2 ) 709 ( 60 ) 422 ( 36 ) 26 ( 2 ) 1 ( 0 ) Teachers
MS2 3.68 0.53 1114 33 ( 3 ) 698 ( 63 ) 380 ( 34 ) 3 ( 0 ) 0 ( 0 ) 0.000***
Levels of helpfulness of the digital resources used on students’ initiative for self-learning beyond school hours
MS1 3.87 0.87 982 243 ( 25 ) 421 ( 43 ) 279 ( 28 ) 21 ( 2 ) 17 ( 2 ) P4
MS2 3.97 0.85 993 278 ( 28 ) 456 ( 46 ) 223 ( 22 ) 22 ( 2 ) 15 ( 1 ) 0.005**
MS1 3.75 0.82 1144 197 ( 17 ) 527 ( 46 ) 376 ( 33 ) 27 ( 2 ) 18 ( 2 ) P6
MS2 3.81 0.77 991 165 ( 17 ) 509 ( 51 ) 284 ( 29 ) 24 ( 2 ) 9 ( 1 ) 0.046*
Mean: 1=“Definitely not” and 5=“Yes definitely”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Students tended to consider digital resources in schools as sufficient whereas teachers considered them as quite sufficient (一般) — a statistically significant increase was noted in teachers’ perceived level of sufficiency in MS2
With regard to the sufficiency of digital resources (e.g. educational CDs and learning resources from the Internet) in schools, 53% of P4 and 42% of P6 students indicated that it was sufficient or very sufficient, with mean ratings of 3.53 (SD:1.01) and 3.31 (SD:0.98) respectively on a scale of 1 to 5 where 1 was ‘totally insufficient’ and 5 was ‘very sufficient’ in MS1. There was a statistically significant increase in P6 students’ perceived sufficiency level of the digital resources in schools (from 42% to 47%), but there was no statistically significant difference in that of P4 students in MS2 (Table 6.70, [P6]SQ7f). From the teachers’ point of view, 41% of the teachers in MS1 considered that the digital resources were sufficient or very sufficient, with a mean rating of 3.17 (SD:1.04). A statistically significant increase was identified in teachers’ perceived level in this aspect in MS2 (from 41% to 49%) (Table 6.70, [P5]TQ7g). The findings indicated that students’ perceived level of the sufficiency of digital resources in schools was higher than that of the teachers.
Table 6.70 Students’ and teachers’ perception of the sufficiency of digital resources in schools ([P5]TQ7g, [P6]SQ7f)
Mean SD N Count (%) choosing the option Class levels/
Stakeholders (1-5) Very
sufficient Sufficient Quite sufficient
(一般) Insufficient Totally Insufficient
P-value
MS1 3.53 1.01 1766 312 ( 18 ) 612 ( 35 ) 627 ( 35 ) 137 ( 8 ) 78 ( 4 ) P4
MS2 3.59 0.97 1950 336 ( 17 ) 761 ( 39 ) 641 ( 33 ) 145 ( 7 ) 66 ( 3 ) 0.145 MS1 3.31 0.98 1943 203 ( 10 ) 618 ( 32 ) 800 ( 41 ) 217 ( 11 ) 105 ( 5 )
P6
MS2 3.44 0.91 2052 230 ( 11 ) 745 ( 36 ) 843 ( 41 ) 166 ( 8 ) 68 ( 3 ) 0.000***
MS1 3.17 1.04 1830 48 ( 3 ) 688 ( 38 ) 846 ( 46 ) 211 ( 12 ) 37 ( 2 ) Teachers
MS2 3.31 1.04 1802 81 ( 4 ) 809 ( 45 ) 737 ( 41 ) 154 ( 9 ) 21 ( 1 ) 0.000***
Mean: 1=“Totally insufficient” and 5=“Very sufficient”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Primary schools were quite in need of increasing or upgrading digital resources as perceived by ITEd Team teachers
In MS1, 70% of the ITEd Team teachers indicated that their schools were quite in need or much in need of increasing or upgrading digital resources, which was the second greatest support needed by the primary schools. There was no statistically significant difference between MS1 and MS2 in this area (Table 6.71, [P4]ITQ5d).
Table 6.71 ITEd Team teachers’ perception of the needs of different types of support for teachers and students in school ([P4]ITQ5d)
Mean SD N Count (%) of ITEd Team Teachers choosing the option
(1-5) Much in
need Quite in need Average Not much in need
No need at all
P-value
“To increase/upgrade digital resources”
MS1 3.92 0.78 334 82 ( 25 ) 151 ( 45 ) 93 ( 28 ) 8 ( 2 ) 0 ( 0 )
MS2 3.83 0.80 332 72 ( 22 ) 142 ( 43 ) 107 ( 32 ) 11 ( 3 ) 0 ( 0 ) 0.142 Mean: 1= “No need at all” and 5=“Much in need”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Lack of suitable digital resources was one of the major problems that schools encountered when implementing school ITEd plans as perceived by school heads
In MS1, school heads indicated that the lack of suitable educational software or digital resources (32%) was the second major problem that schools often or most often encountered when implementing school ITEd plans (Table 6.72, [P2]HQ3l). A statistically significant decrease was noted in school heads’ perceived frequency of the difficulties encountered in implementing the ITEd plans in MS2 (from 32% to 26%). The major difficulty that ITEd Team teachers frequently or very frequently encountered in MS1 were insufficient IT facilities and digital resources from the EMB (34%). There was no statistically significant difference in this area for ITEd Team teachers in MS2 (Table 6.72, [P4]ITQ4k).
Table 6.72 School heads’ and ITEd Team teachers’ perceived frequency of difficulties encountered in implementing of ITEd plan ([P2]HQ3l, [P4]ITQ4k)
Stakeholders Mean SD N Count (%) choosing the option
(1-5) Most
often Often Occasionally
(間中) Rarely Never
P-value
“Lacking in suitable educational software/digital resources”
(Mean: 1=“Never” and 5=“Most often”)
MS1 3.10 0.95 539 42 ( 8 ) 127 ( 24 ) 229 ( 42 ) 123 ( 23 ) 18 ( 3 ) School heads
MS2 2.93 0.93 440 21 ( 5 ) 93 ( 21 ) 179 ( 41 ) 128 ( 29 ) 19 ( 4 ) 0.007**
Mean SD N Count (%) choosing the option
(1-5) Very
Frequently Frequently Occasionally
(間中) Rarely Never
P-value
“There are insufficient IT facilities and digital resources from Education and Manpower Bureau”
(Mean: 1=“Never” and 5=“Very frequently”)
MS1 3.22 0.94 334 35 ( 10 ) 81 ( 24 ) 147 ( 44 ) 65 ( 19 ) 6 ( 2 ) ITEd team teachers
MS2 3.19 1.01 332 40 ( 12 ) 79 ( 24 ) 127 ( 38 ) 77 ( 23 ) 9 ( 3 ) 0.666 Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.