Reciting Tang Poems to Promote Happiness
Study Details
Study Description
Brief Summary
The goal of this pilot pre-post interventional trial with no controls is to explore the feasibility and preliminary evidence of the effectiveness of using fun activities for Tang poem reading to promote reciting and happiness in primary school ethnic minority and their families.
The main question it aims to answer is:
To examine the feasibility and preliminary evidence of the effectiveness of using fun activities to promote Tang poem reciting and happiness in ethnic minority children in Hong Kong.
Participants will be asked to participate in three Tang poetry recitation sessions and one participant performance session. And there are also some questionnaires to be completed for assessment.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
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N/A |
Detailed Description
Objectives: We aim to organize three fun activity sessions on reciting Tang poems and one student performance session for primary school ethnic minority students, involving their families in Hong Kong, and explore the feasibility and preliminary evidence of the effectiveness of using fun activities for Tang poem reciting to promote reciting and happiness in primary school ethnic minority and their families.
Hypothesis: Participants with a greater number of successful recited poems will show higher happiness and enjoyment by students.
Design and subjects: This is a pilot pre-post interventional trial with no controls. We targeted a number of 10-20 South Asian children in primary schools (Grades 1-2, age 6-9).
Intervention: The intervention comprises three 1.5-hour sessions of Tang poem reciting and one session for participant performances. Experienced instructors from Bestreben Drama Association Limited will lead each session, and adherence to the protocol will be assessed by independent reviewers. Participants will recite two poems per session, with adjustments based on performance. Body language, sound, images, and videos will be used, along with engaging games, to enhance motivation and memory. Participants will receive stamp/sticker collection books and be rewarded for their achievements. Parents are invited to attend the sessions to show support, their role will be passive, sitting at the back of the room without active interaction or learning requirements. A final session will include a 15-minute assessment of poem recitation skills, followed by a performance session where participants can recite any Tang poem. Family members are encouraged to participate, and awards will be granted to motivate and appreciate participants and their families. Assessment will include pre-session assessments (T0, T2, T4, and T6) and post-intervention assessments after each session (T1, T3, T5, and T7). A follow-up assessment (T8) will be conducted 12 weeks after the baseline to evaluate the sustainability of outcomes approximately one month after program completion. Parents will complete questionnaires for themselves (Part II) and assisting their children (Part I). Parental presence and support will be acknowledged through supermarket coupon incentives.
Outcomes: The primary outcomes are number of successful recited poems with at least 80% correct, and the level of happiness as well as enjoyment. Secondary outcomes mainly focus on the participants' acculturation, differences between pre-tests and pro-tests with neutral wordings, perceived changes after the activity, and the subjective feelings among parents after the activity. Each participant will be asked to recite as many poems as possible and will be independently assessed by two evaluators. To expedite the process, small groups will be formed for efficient assessment of multiple students. The outcome of this assessment will provide an objective measure of the primary outcome: the number of poems recited by each participant.
Data analysis: The feasibility outcomes will be reported descriptively and narratively, including the recruitment rate, duration, and retention rate. Descriptive statistics, mean (standard deviation) for continuous outcomes, will be reported for the secondary outcomes. We will use content analysis method to analyze the qualitative data from the in-depth interviews.
Expected results: It is expected that those fun activities for reciting Tang poems may help promoting happiness and enjoyment in primary school ethnic minority students in Hong Kong.
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: Fun activities for reciting Tang poems The students will participate in three weekly sessions of Tang poem classes and one session of performance show. Each session lasts for 1.5 hours. Parents can sit in the class. A total of six poems will be taught by two experienced Chinese teachers. |
Behavioral: Fun activities for reciting Tang poems
The students will participate in three weekly sessions of Tang poem classes and one session of performance show. Each session lasts for 1.5 hours. Parents can sit in the class. A total of six poems will be taught by two experienced Chinese teachers.
|
Outcome Measures
Primary Outcome Measures
- Number of successful recited poems reported by independent observers. [T1: after Week 1- Session 1; T3: after Week 2 - Session 2; T5: after Week 3 - Session 3; T7: after Week 4 - Session 4]
Actual number of successful recited poems (over 80% wordings are correct) assessed objectively by independent observers in session and on videos/photos.
- Change in the number of successful recited poems reported subjectively by students. [T0: baseline; T1: after Week 1 - Session 1; T2: before Week 2 - Session 2; T3: after Week 2 - Session 2; T4: before Week 3 - Session 3; T5: after Week 3 - Session 3; T6: before Week 4 - Session 4; T7: after Week 4 - Session 4; T8: Week 12 - follow-up]
Actual number of successful recited poems reported subjectively by students using a single-item question (How many Tang poems can you recite successfully (over 80% correct) at present).
- Change in happiness reported subjectively by students. [T0: baseline; T1: after Week 1 - Session 1; T2: before Week 2 - Session 2; T3: after Week 2 - Session 2; T4: before Week 3 - Session 3; T5: after Week 3 - Session 3; T6: before Week 4 - Session 4; T7: after Week 4 - Session 4; T8: Week 12 - follow-up]
Happiness reported subjectively by students (0 strongly disagree - 10 strongly agree) using a single-item question (I feel happy in general).
Secondary Outcome Measures
- Change in acculturation [T0: baseline; T2: before Week 2 - Session 2; T4: before Week 3 - Session 3; T6: before Week 4 - Session 4; T8: Week 12 - follow-up]
Three questions about Chinese speaking, interaction with local friends, and watching Chinese TV programs in the past 7 days (Never, Rarely (1-2 times/week), Occasionally (3-4 times/week), Sometimes (5-6 times/week), Often but not every day (7 times or more/week), Every day: 1-3 times/day, Every day: 4-6 times/day, Every day: 7-9 times/day, Every day: 10 times or more/day).
- Change in the ability in speaking Chinese [T0: baseline; T2: before Week 2 - Session 2; T4: before Week 3 - Session 3; T6: before Week 4 - Session 4; T8: Week 12 - follow-up]
A single-item question to ask students their ability in speaking Chinese in the past week (No ability, Simple words or phrases only, A few short sentences, A few short conversations, Some long conversations but not quite fluent, Fluent, Very fluent, Talk like local Chinese).
- Change in the attitude in Chinese learning [T0: baseline; T2: before Week 2 - Session 2; T4: before Week 3 - Session 3; T6: before Week 4 - Session 4; T8: Week 12 - follow-up]
Five questions about the attitude in Chinse and Tang poems. Agreement with the following statements (0 strongly disagree - 10 strongly agree): I like learning Chinese, I am confident in speaking Chinese, I can communicate well in Chinese, I like reciting Tang poems, I am confident in reciting Tang poems.
Other Outcome Measures
- Acceptability of the interventions [T1: after Week 1- Session 1; T3: after Week 2 - Session 2; T5: after Week 3 - Session 3; T7: after Week 4 - Session 4]
Three questions will asked to the children about their satisfaction (0-10, with "0" indicating "not satisfied at all" and "10" indicating "very satisfied"), willingness to recite Tang poems after the activity and willingness to attend similar activities in the future (0-10, with "0" indicating "no, definitely not" and "10" indicating "yes, definitely yes").
- Perceived changes in the attitude in Chinese learning [T1: after Week 1- Session 1; T3: after Week 2 - Session 2; T5: after Week 3 - Session 3; T7: after Week 4 - Session 4]
Five questions about their perceived changes after the activity (0 very negative changes - 10 very positive changes) will be asked: interests in learning Chinese, confidence in learning Chinese, fluency in speaking Chinese, interests in reciting Tang poems, and confidence in reciting Tang poems.
Eligibility Criteria
Criteria
Inclusion Criteria:
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South Asian children in primary schools (Grades 1-2, age 6-9)
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Able to communicate using either simple Cantonese or English
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With parental consent, and consent of the child as confirmed by the parent and our research team at the session
Exclusion Criteria:
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Physically or mentally unable to communicate
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Unwilling to participate regardless of parental consent
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Being involved in other similar activities or research
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Already proficient in Tang poems, being able to recite more than one poem
Contacts and Locations
Locations
No locations specified.Sponsors and Collaborators
- Hong Kong Metropolitan University
- Bestreben Drama Association Limited
Investigators
- Principal Investigator: Yuying Sun, PhD, Hong Kong Metropolitan University
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- HE-SF2023/21