Quasi-experimental Research on Teaching Methods of Legal Education in China

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dc.contributor.advisor Brown, G en
dc.contributor.advisor Hamilton, R en
dc.contributor.author Geng, Jun en
dc.date.accessioned 2019-07-01T23:50:28Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/47318 en
dc.description.abstract The teaching methods employed by law teachers play an important role in training appropriate graduate attributes of law students in legal education, since teaching methods are one of the important factors that would impact on students' learning. This thesis aims to explore whether adopting alternative teaching methods (i.e., the combination of case method and problem-based method) could generate better learning outcomes and promote wider graduate attributes training than using the traditional lecture method in the context of Chinese legal education system. This thesis also seeks to investigate whether law students in mainland China have acquired sufficient graduate attributes for their future legal work through the current teaching methods commonly used at law schools. An embedded mixed methods design was used including an online survey, a quasi-experimental teaching intervention followed by semi-structured interviews. The survey study indicated that both law student and law teacher participants agreed that lecture method still predominates in law schools in China and that the use of lecture method in law schools should be reduced by at least 20%. The perception of the legal professionals and law students suggested that law students probably do not have sufficient depth in graduate attributes through the current predominantly lecture-based legal education system. The teaching intervention study showed that the experimental group achieved higher mean scores in the post-test compared with the control group (d= .65). The difference between the experimental and control group test performance was both statistically significant and of moderate size. The results of the interview study supported the intervention study that the experimental group students experienced positive changes through the intervention and improved the training of a wider range of graduate attributes, such as oral communication, and team-work. This thesis focuses on the possible relationship between expanding the diversity of teaching methods and graduate attributes attainments within the context of legal education. This thesis shows the practicability and the effectiveness of introducing the case method and problem-based method into Chinese legal education system. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265158713602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ en
dc.title Quasi-experimental Research on Teaching Methods of Legal Education in China en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 775719 en
pubs.record-created-at-source-date 2019-07-02 en


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