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Project work in primary school : effects on learning and teaching
Abstract
This study investigated the effects of project work on learning and teaching in a primary school in Singapore. Students in three Primary 5 classes worked together on an inter-disciplinary project work in Term 2 and Term 3. A total of 109 students consisting of 37 from EM 1 class, 36 from EM 1/2 class and 36 from EM 2 class participated in the study. In each class, the students were randomly assigned into groups of five. Data was collected using a Project Work Questionnaire consisting of 40 items in which the students reported their perceptions of achievements in the four domains of Cooperation/ Collaboration (10 items), Communication (10 items), Knowledge Application (10 items) and Independent Learning (10 items). These 40 items were selected based on reliability estimates. The reliability estimates for each of the domains ranged from 0.71 to 0.77.
The results show that the students from the three classes perceived themselves to have gained in the four domains. Class composition had an impact on student achievement. The students from the more heterogeneous EM 1/2 class whose composition were make up of high-ability and average-ability students showed higher achievement than the other two more homogeneous classes which were make up of only high-ability students and only average-ability students respectively. Through project work, the teachers saw themselves as more of a facilitator and a resource person rather than one dictating to the students. As a result, the teachers also became more aware of the students' capabilities and needs.
The results show that the students from the three classes perceived themselves to have gained in the four domains. Class composition had an impact on student achievement. The students from the more heterogeneous EM 1/2 class whose composition were make up of high-ability and average-ability students showed higher achievement than the other two more homogeneous classes which were make up of only high-ability students and only average-ability students respectively. Through project work, the teachers saw themselves as more of a facilitator and a resource person rather than one dictating to the students. As a result, the teachers also became more aware of the students' capabilities and needs.
Date Issued
2001
Call Number
LB1027 Won
Date Submitted
2001