- ICH GCP
- US Clinical Trials Registry
- Clinical Trial NCT06057142
Reciting Tang Poems to Promote Happiness
Fun Activities for Reciting Tang Poems to Promote Happiness in Primary School Ethnic Minority Students in Hong Kong
Study Overview
Status
Intervention / Treatment
Detailed Description
Tang poems are not only for language learning but also induce people's positive emotions. Traditionally, some Chinese parents teach the very young kids to recite Tang poems even before the kids know how to read and write. Reciting Tang poems resembles singing a song without understanding the verses, and some kids can do so better than adults. Tang poems sound musical and should be easier to remember and recite than other texts. Learning and reciting poems at home could be happy and fun family activities in Chinese families. Whether using fun activities on small groups of kids in a community setting to promote Tang poem reciting and happiness could have the same effects of Tang poem reciting in Chinese kids is unknown for non-Chinese.
This is a pilot pre-post interventional trial with no controls, with 10-20 South Asian children in primary schools (Grades 1-2, age 6-9) being recruited. In most primary schools, grades 1-2 students have not started learning Tang poems. Students and their parents will be actively approached by Hong Kong Christian Service (HKCS). An information sheet will be provided to the parents of eligible children, and their contact information will be asked. Parents give written consent if they agree for their children to participate. Parents will be invited to join the intervention sessions to show support for students' participation but they will only sit at the back of the room without active interaction and learning requirements.
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.
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. The investigators will use content analysis method to analyze the qualitative data from the in-depth interviews. 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 Type
Enrollment (Actual)
Phase
- Not Applicable
Contacts and Locations
Study Contact
- Name: Grace Yuying Sun, PhD
- Phone Number: 852 39702916
- Email: gsun@hkmu.edu.hk
Study Locations
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Hong Kong, Hong Kong, 000000
- Hong Kong Christian Service
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Participation Criteria
Eligibility Criteria
Ages Eligible for Study
- Child
Accepts Healthy Volunteers
Description
Inclusion Criteria:
- South Asian children in primary schools (Grades 1-2, age 6-9)
- Able to communicate using either simple Cantonese or English
- With parental consent, and consent of the child as confirmed by the parent and our research team at the session
Exclusion Criteria:
- Physically or mentally unable to communicate
- Unwilling to participate regardless of parental consent
- Being involved in other similar activities or research
- Already proficient in Tang poems, being able to recite more than one poem
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Supportive Care
- Allocation: N/A
- Interventional Model: Single Group Assignment
- Masking: None (Open Label)
Arms and Interventions
Participant Group / 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.
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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.
|
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Number of successful recited poems reported by independent observers.
Time Frame: T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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Actual number of successful recited poems (over 80% wording are correct) assessed objectively by independent observers in session and on videos/photos.
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T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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Change in the number of successful recited poems reported subjectively by students.
Time Frame: T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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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).
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T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Change in happiness reported subjectively by students.
Time Frame: T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Happiness reported subjectively by students (0 strongly disagree - 10 strongly agree) using a single-item question (I feel happy in general).
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T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Secondary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Change in acculturation
Time Frame: T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Three questions about Chinese speaking, interaction with local friends, and watching Chinese Television (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).
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T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Change in the ability in speaking Chinese
Time Frame: T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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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).
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T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Change in the attitude in Chinese learning
Time Frame: T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Five questions about the attitude in Chinese 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.
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T0: baseline; T2: right before Session 2 (Week 2); T4: right before Session 3 (Week 3); T6: right before Session 4 (Week 7); T8: Week 12
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Other Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
---|---|---|
Acceptability of the interventions
Time Frame: T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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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").
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T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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Perceived changes in the attitude in Chinese learning
Time Frame: T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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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.
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T1: immediately after Session 1 (Week 1); T3: immediately after Session 2 (Week 2); T5: immediately after Session 3 (Week 3); T7: immediately after Session 4 (Week 7)
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Collaborators and Investigators
Collaborators
Investigators
- Principal Investigator: Yuying Sun, PhD, Hong Kong Metropolitan University
Study record dates
Study Major Dates
Study Start (Actual)
Primary Completion (Actual)
Study Completion (Estimated)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Keywords
Other Study ID Numbers
- HE-SF2023/21
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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