1) Conduct

2) Helpfulness in their academic performance

In the pre-test survey, over two-thirds of students (intensive: 69%; extension: 64%) expected that participation in the program would help them in their academic performance. In the post-test survey, about two-thirds of students (intensive: 75%; extension: 62%) indicated that participation in the program had helped them in their academic performance.

3) Understanding self

In this section, questions related to the personal development were asked to solicit views of students who were studying primary 4-6 before and after participation in the program.

This category, understanding self, comprise 4 items which are “have my own ideals”, “face criticisms with an open attitude”, “accept and like myself” and “make use of my strengths and improve my weakness”. Students would rate their level of confidence in completing the tasks using a 6-point Likert Scale, with “1” representing extremely not confident to “6” representing extremely confident.

In the intensive program, over 70% of students were confident in having their own ideals (pre-test: 78%; post-test: 85%), accepting and liking themselves (pre-test: 78%; post-test: 83%), facing criticisms with an open attitude (pre-test: 75%; post-test: 80%) and making use of their strengths and improve their weakness (pre-test: 71%; post-test: 78%) by giving a score of 4 or above. It may be worth noting that more confidence in understanding self was observed after the students have participated in the intensive program.

In the extension program, about two-thirds of students were confident in having their own ideals (pre-test: 67%; post-test: 70%), accepting and liking themselves (pre-test: 70%; post-test: 65%), facing criticisms with an open attitude (pre-test: 76%; post-test: 70%) and making use of their strengths and improve their weakness (pre-test: 76%; post-test: 70%) by giving a score of 4 or above. It may be worth noting that the percentages for three items of confidence in understanding self decreased after the students have participated in the extension program.

4) Management of stress and emotion

This category, management of stress and emotion, comprise 4 items which are “handle the stress from studying”, “master the ways to make myself happy”, “control my emotions” and “let my feelings out in correct and appropriate ways when facing pressure”. Students would rate their level of confidence in completing the tasks using a 6-point Likert Scale, with “1” representing extremely not confident to “6” representing extremely confident.

In the intensive program, over two-thirds of students were confident in mastering the ways to make themselves happy (pre-test: 65%; post-test: 82%), letting their feelings out in correct and appropriate ways when facing pressure (pre-test: 72%; post-test: 77%), controlling their emotions (pre-test: 66%; post-test: 75%) and handling the stress from studying (pre-test: 74%; post-test: 74%) by giving a score of 4 or above. It may be worth noting that more confidence in management of stress and emotion was observed after the students have participated in the intensive program.

In the extension program, over two-thirds of students were confident in mastering the ways to make themselves happy (pre-test: 79%; post-test: 70%), letting their feelings out in correct and appropriate ways when facing pressure (pre-test: 76%; post-test: 65%), controlling their emotions (pre-test: 73%; post-test: 65%) and handling the stress from studying (pre-test: 70%; post-test: 70%) by giving a score of 4 or above. It may be worth noting that the percentages for three items of management of stress and emotion decreased after the students have participated in the extension program.

5) Understanding others

This category, understanding others, comprise 4 items which are “master the way to get along well with people”, “handle disputes among friends”, “form friendships with others” and “stand in others’ shoes and consider their feelings”. Students would rate their level of confidence in completing the tasks using a 6-point Likert Scale, with “1” representing extremely not confident to “6” representing extremely confident.

In the intensive program, over 70% of students were confident in standing in others’ shoes and considering their feelings (pre-test: 85%; post-test: 85%), handling disputes among friends (pre-test: 85%; post-test: 82%), mastering the way to get along well with people (pre-test: 72%; post-test: 80%) and forming friendship with others (pre-test: 76%; post-test: 75%) by giving a score of 4 or above. It may be worth noting that the percentages for two items of understanding others decreased after the students have participated in the intensive program.

In the extension program, over half of students were confident in standing in others’ shoes and considering their feelings (pre-test: 82%; post-test: 70%), handling disputes among friends (pre-test: 82%; post-test: 65%), mastering the way to get along well with people (pre-test: 91%; post-test: 65%) and forming friendship with others (pre-test: 79%; post-test: 55%) by giving a score of 4 or above. It may be worth noting that the percentages for all items of understanding others decreased after the students have participated in the extension program.

6) Willingness to complete the homework

In the pre-test survey, most of students indicated that they were always or occasionally willing to complete their homework (intensive: 82%; extension: 85%) whereas in the post-test survey, the corresponding percentages were 81% for intensive program and 80% for the extension program.