Students' approaches to learning and their performance in the Extended Project pilot
Students' approaches to learning and their performance in the Extended Project pilot
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DOI：
10.1080/09585176.2010.480839
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发表时间：
2010-01-01
影响因子：
1.6
通讯作者：
de Moira, Anne Pinot
中科院分区：
文献类型：
--
作者：
Daly, Anthony L.;de Moira, Anne Pinot
在14-19改革工作组最后报告（2004年）提出的新框架内，英格兰提出了一项扩展项目资格（EPQ），以促进学生独立学习技能的发展。2008年9月开始在全国广泛提供经充分认证的EPQ，作为独立的三级资格，此前进行了充分评估的试点。在试点期间对学生进行的一项调查探讨了学生的学习方法与其EPQ成绩之间的关系，并评估了新资格在多大程度上实现了其目标。在学生问卷调查的基础上，建立了一套模型来描述学习方法对EPQ的影响程度。结果表明，尽管以前的学术成就的贡献，在EPQ上的成就是积极相关的内在动机;显然终身学习的理想属性，但也表明资格可以鼓励学生更创新和创造性的学习。此外，学生参与该项目似乎与他们以前的成绩无关-这一特点有可能有助于降低参与的障碍。
Within the new framework set out in the final report of the Working Group on 14-19 Reform (2004), an Extended Project Qualification (EPQ) was proposed in England to foster the development of students' independent study skills. Widespread national provision of a fully accredited EPQ, as a stand-alone Level 3 qualification, began in September 2008, preceded by a fully evaluated pilot. A survey of students taken during the pilot explored the relationship between students' approaches to learning and their achievement on the EPQ, in addition to assessing the extent to which the new qualification fulfilled its aims. On the basis of questionnaire responses from students, a set of models was fitted to describe the extent to which attainment and engagement with the pilot EPQ were influenced by learning approach. Results showed that, notwithstanding the contribution of previous academic achievement, attainment on the EPQ was positively related to intrinsic motivation; clearly a desirable attribute for lifelong learning but also an indication that the qualification may encourage students to be more innovative and creative about their learning. Furthermore, students' engagement with the project appeared independent of their prior achievement - a feature which has the potential to help lower the barriers to participation.