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

Stoten, David (2014) The Extended Project Qualification: An example of self-regulated learning in Sixth Form Colleges. International Journal for Lesson and Learning Studies, 3 (1). pp. 66-77. ISSN 2046-8253

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Official URL: http://dx.doi.org/10.1108/IJLLS-06-2013-0035

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.

Item Type: Article
Uncontrolled Keywords: Extended Project Qualification, Independent learning, Self-directed learning, Sixth Form College, Certificate of Education (GCE) advanced level, Student motivation
Subjects: X900 Others in Education
Department: Faculties > Business and Law > Newcastle Business School > Corporate and Executive Development
Depositing User: David Stoten
Date Deposited: 23 Sep 2014 08:59
Last Modified: 10 Aug 2015 10:55
URI: http://nrl.northumbria.ac.uk/id/eprint/17636

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