A PILOT PROGRAMME FOR LANGUAGE SKILLS EXTENSION THROUGH WRITTEN GROUP PROJECTS FOR SINGAPORE LOWER SECONDARY STUDENTS

Abstract

This study investigated the relationship between written group projects and improved attitudes, motivation and more positive perceptions of collaboration. Such projects are increasingly important in the instructional programmes in schools. Co­operative learning methods and techniques and project work are strongly advocated in the Singapore education system. The study also examined the diaries of the selected pupils to assess their attitudes towards the programme. Forty-eight Secondary Two "Express" pupils from an autonomous government school in Singapore participated in this study. These pupils were from different Secondary Two classes. An attitudinal questionnaire was issued to the pupils before the start of the programme. After the completion of the programme, the pupils answered the same questionnaire again. Discussions were also held immediately after the participants had answered the pre and post-attitudinal questionnaire. The pupils were taught methods and techniques of co-operative learning and life skills such as survey and interview skills. Group Investigation was used in this study. The pupils divided themselves into groups of four or five according to their interests in the sub-topics generated. Each member of the group was given a role, in order to promote positive interdependence and individual accountability. Each group had a diarist who recorded down his thoughts and feelings. Each group then planned their investigations. They had to arrange for meetings outside curriculum time because they were from different classes. Group conferencing with the teacher was also carried out. After the groups, carried out their investigations, they planned their oral and written presentations. Each group did an oral presentation to the other participants who then evaluated and gave feedback. Each written submission was also graded by the teacher. The responses to the attitudinal questionnaires were divided into three categories - group work, project work and diary studies. The means and standard deviations before and after the programme were compared according to the categories, using paired two-tailed t-tests. An alpha level of .05 was set. Results showed that to a statistically significant degree pupils had more positive attitudes towards group work, project work and diary studies after completion of the programme. The participants also wrote positively about the programme in the diaries. The findings suggest that when pupils work together on topics of their own interest, their attitudes and motivation will improve. Relevant other research supports the view that enhanced interaction will improve both confidence and self-esteem. It is thus recommended that teachers include more co-operative learning strategies in their classrooms and allow pupils to choose collaborative projects on topics of their interest.