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

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 χ2-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.

Citation

William Stoten, D. (2014), "The Extended Project Qualification: An example of self-regulated learning in Sixth Form Colleges", International Journal for Lesson and Learning Studies, Vol. 3 No. 1, pp. 66-77. https://doi.org/10.1108/IJLLS-06-2013-0035