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Differential learning outcomes of project work between streams and gender in a primary school
Author
Chua, Joanne Jennifer
Supervisor
Chang, Agnes Shook Cheong
Abstract
Educational reform in the new century proposes the introduction of a new culture and strategies of teaching and learning in order to nurture in students basic generic skills and positive attitudes and values. In order to enhance more pleasurable learning, project-based learning is integrated into the curriculum to deepen students' content knowledge and higher-order thinking. This study traces how students perceived project-based learning.
Students in three Primary Five classes worked together on an inter-disciplinary project in Term 1 and 2, 2003. A total of 122 students consisting of 42 from the EM1 class, 41 from the EM1/2 class and 39 from the EM2 class participated in this study. A survey in which the students reported their perceptions of achievements in the four domains: i) Co-operation ii) Knowledge Application iii) Communication and iv) Independent Learning was undertaken.
Evidence showed that students enjoyed project-based learning and students' perceptions of the domains, cooperation and independent learning, were positive. Students from the EM1 class were able to gain more from project work than the EM1/2 and EM2 classes.
Students in three Primary Five classes worked together on an inter-disciplinary project in Term 1 and 2, 2003. A total of 122 students consisting of 42 from the EM1 class, 41 from the EM1/2 class and 39 from the EM2 class participated in this study. A survey in which the students reported their perceptions of achievements in the four domains: i) Co-operation ii) Knowledge Application iii) Communication and iv) Independent Learning was undertaken.
Evidence showed that students enjoyed project-based learning and students' perceptions of the domains, cooperation and independent learning, were positive. Students from the EM1 class were able to gain more from project work than the EM1/2 and EM2 classes.
Date Issued
2004
Call Number
LB1027 Chu
Date Submitted
2004