The Extended Project Qualification: An example of self-regulated learning in Sixth Form Colleges
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 1 January 2014
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.
Keywords
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
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited