The Values Education for Entrepreneurial Spirit (VEES) Virtual Learning Platform: Nurturing Students’ Entrepreneurial Spirit and Sense of Belonging to the Greater-Bay-Area (GBA)

The goal of the research is to refine the platform and determine its effectiveness. As section 2.5 stated, pedagogical advancement and student growth serve as the primary indicators for measuring the success of this project/platform and offering insights on how to improve the platform further. Table 3 shows the relationship between project objectives, expected outcomes, measurement terms, qualitative evidence, and contributions. 7.1 Quantitative Research: Purpose and Sampling: The quantitative research aims to illustrate the measurable POs1-3 by comparing the impact on teachers and students after using the platform. If the analysis reveals positive changes in both pedagogical advancement and student growth, it will support the effectiveness of our platform in achieving the POs. All students (targeting 1,700 students) and teachers (targeting 40 teachers) will be invited to join the research on a voluntary basis. Data collection: For teachers, we will gather data using pre- and post-questionnaires. We will assess their self-efficacy, technology experience, incentives, and self-assessment to determine their pedagogical advancement in using our platform. We will also research training and management support to gauge the effectiveness of our team's assistance. For students, we will employ a two-pronged approach to collect data: pre- and post-questionnaires, and students' assessment performance. We will measure students' perceptions of entrepreneurial spirit, their sense of belonging to the GBA, their roles within the GBA, and their scores and completion of multiple-choice questions to research their growth in entrepreneurial spirit and understanding of their roles in the GBA. Additionally, we will assess content, ease of use, flexibility of the learning experience, in-person session learning experience, and self-assessment which reflects both the pedagogical advancement of teachers and the effectiveness of our support from the students’ perspectives. Analysis: Analysis: To accurately analyse the survey data, we will test each construct’s survey items and internal validity, while minimizing their measurement errors with Confirmatory factor analysis (CFA) (Joreskog & Sorbom, 2018). Then, we will compare pre- and post-descriptive results by using t-tests to reflect pedagogical advancement and student growth. As we assume that the platform and our support will enhance pedagogical advancement leading to student growth, we will conduct a regression model as the focal predictor, with posttest entrepreneurial spirit and students’ sense of belonging to GBA as the outcome variable, and its corresponding pretest scores as a covariate, to test the effectiveness of VEES platform. We will also conduct descriptive and exploratory analysis to examine their learning process and assessment performance within the platform. We aim to examine the pathways through which the VEES virtual learning platform affects teacher’ pedagogical advancement and student growth. See Appendix 9 for the details. 7.2 Qualitative Research: Purpose: The objective of this research is to gather evidence and insights from Cycle 1 and 2 pilot schools, ensuring that our platform's refinement aligns with the needs of both teachers and students. The multiple case study design will provide a more profound understanding of the experiences of both students and teachers when they use the VEES platform. This will also provide a comprehensive overview of the changes in students' values and attitudes toward their entrepreneurial spirit and sense of belonging to the GBA and have insightful implications beyond.

Funding Source: HKSAR Govt - Quality Education Fund (QEF)