Academically-able students, project-based learning curriculum, and independent learning: A study within the Singapore context

This thesis explores the impact of research-based project work on independent learning through qualitative empirical case studies of academically-able secondary school students in Singapore. The study investigated how students deal with a project work curriculum based on a social constructivist approach designed to foster independent learning attitudes through research. The study highlights compelling reasons for schools to include some form of research-based project work within their curricula, thereby allowing students to engage in collaborative research. The findings have implications for the professional development of teachers in preparing their students to deal with future study, work and social challenges with confidence.