Assessing the psycho-social learning environment of technology-supported project work classrooms in a Singapore secondary school

Abstract

This study sought to assess the technology-supported Project Work classroom learning environment for 68 Secondary Two (Express stream) students in a school. This Project Work classroom learning environment was unique as it adopted a blended approach – comprising of the regular classroom in which students worked in groups in a face-to-face setting, as well as an online technology-supported platform where students collaborated with overseas team mates on the project. In order to measure the students’ perceptions of such a distinctive environment, a new learning environment questionnaire was developed. An attitude instrument was also developed to capture the students’ attitudes towards Project Work. From the data collected, gaps in the learning environment were identified and the gender differences in the perceptions of the environment were also explored. The associations between the students’ environmental perceptions and their attitudinal outcomes were investigated and the results revealed interesting outcomes. Group interviews were also conducted with small groups of students so as to gain insights into their learning experiences, approaches and problems faced in PW lessons.