– 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.
– 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 χ2-test.
– 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.
– 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.
– 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.
