The role of repetition in the processes of memorising and understanding: A comparison of the views of German and Chinese secondary school students in Hong Kong

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Abstract
Background. Previous research has found that students and teachers in countries of the Far East often see memorisation and understanding as working together to produce higher quality outcomes. In contrast, in the West it is more common to associate memorising with 'surface’ and understanding with ‘ deep’ approaches to learning. Aim. The main purpose of this study was to explore and describe the experiences of the role of repetition in the processes of memorising and understanding among students with Western (German) and Asian (Chinese) backgrounds. In particular, we were interested in finding indications of possible cultural differences in the experiences of the two ethnic groups. Sample. The participants were 48 Chinese (HKC) and 18 German senior secondary school students in Hong Kong. Method. The study used a qualitative research approach. Data were gathered by semi‐structured in‐depth interviews. Interview transcripts were analysed in order to uncover, categorise and describe the variation of experiences and conceptions of the role of repetition. The two ethnic groups were then compared as to how many interviews were found in each category. Results. A similar proportion of both groups remembered being encouraged to recite by their parents, but the HKC students more often said they were made to recite by their primary teachers. While the HKC students focused on the value of the content of these early memories, the German students focused on the value of the activity itself. Moreover, while the German students tended to downplay the role of repetition in the process of understanding, the HKC students sometimes emphasised repetition combined with ‘ attentive effort’. By such effort they tried to discover new meanings in the materials studied, in order to deepen their understanding. Conclusion. While the findings of this study cannot be considered definitive, it suggested that the emphasis on attentive effort among HKC students is with a traditional, Confucian perspective on learning. The results indicate that ‘ the intention to both memorise and understand’, found in investigations of the study approaches of HKC students, may arise of being simultaneously aware of two possibilities inherent in repetition: a deep impression on the mind and discovering new meaning. Finally, is argued that the differences between the two ethnic groups are consistent earlier research findings that Chinese, unlike Western, students tend to effort attributions more salient than ability attributions.

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