Abstract
Purpose – The purpose of this paper is to investigate how the Extended Project Qualification (EPQ) is viewed by students and teachers and its value as a vehicle to promote self-directed independent learning.
Design/methodology/approach – A mixed methods approach was adopted in three stages. Stages 1 and 2 structured questionnaires were issued to students and teachers were interviewed in a third and final stage. The second questionnaire relating to students’ views were analysed for
statistical reliability using the w2-test.
Findings – The research suggests that EPQ is a possible vehicle to promote independent learning and negates some of the more negative aspects associated with classroom-based learning.
Research limitations/implications – This research was based on research undertaken at two Sixth Form Colleges (SFCs). Although insightful and a useful description, it cannot claim to reflect the experience of EPQ at every institution in the SFC sector.
Originality/value – The SFC sector is rarely reported on in the academic literature. This paper also reports on a relatively new and important initiative within the sector and offers a possible view of the future in the classroom.
Original language | English |
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Pages (from-to) | 66-77 |
Journal | International Journal for Lesson and Learning Studies |
Volume | 3 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2014 |
Keywords
- Extended Project Qualification
- Independent learning
- Self-directed learning
- Sixth Form College
- Certificate of Education (GCE) advanced level
- Student motivation