The Extended Project Qualification: An example of self-regulated learning in Sixth Form Colleges

David Stoten

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)


    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 languageEnglish
    Pages (from-to)66-77
    JournalInternational Journal for Lesson and Learning Studies
    Issue number1
    Publication statusPublished - 2014


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