|Period of research||2014/15 to 2017/18 (4 years)|
|Sample||429 year 1 undergraduate (UG) students of 2014/15 4Y-cohort were recruited in Fall 2014. They were selected using a random sampling stratified by school affiliation.|
|Response mode||Voluntary with incentive for students' participation|
|Period of data collection||Three rounds of in-class data collection, consisting of different assessments and surveys, have been scheduled to take place in Fall 2014, Spring 2016 and Spring 2018. Students are also invited to complete online surveys in Fall and Spring terms. Apart from assessments and surveys, 12 students were recruited from the participants to attend individual interviews annually from when they were promoted to year 2 in 2015.|
In LSI and LSII, the focus of the investigation was on students' academic experience and its related cognitive learning outcomes. However, the purpose of university education is not limited to the development of academic and professional skills and knowledge. Students' social skills, psychosocial development, values and attitudes (referred to as student development hereafter) are also learning outcomes of crucial importance to UG education. Hence with funding from the University, LSIII was launched with a focus on students' out-of-class and campus life experiences, and their impact on student development. The following figure summarizes the key constructs identified from the literature for this study.
In particular, LSIII aimed to
|Instruments used in the study||
The following instruments are adopted in the study: