63.5% of the students felt that they had in their products communicated effectively in a style and
format that supported the purposes of the intended audience, in terms of language and selection of
information sources as well as in creating new meaning in the conclusion with new information
and ideas gathered. Student F, for example, highlighted the importance of communicating different
points of view.
“[Furthermore,] I now hold much better enquiry skills. In which the way I
probe and ask questions has changed … no longer ask questions from my point
of view but instead, with the use of the [Paul’s] Wheel of Reasoning
[critical thinking model], I now can enquire from many points of view.”
(Student F)
8. Having the ability to synthesize appropriate information
56.1% of the students agreed that their products displayed their abilities to effectively synthesize
appropriate information and new understandings through critical thinking and problem solving.
Likewise, 49% of the students agreed that their products would contribute an original idea to an
existing body of knowledge. Only 40.1% of the students felt that their products, and/or approaches
to problem solving were original. Student G, for example, commented that her awareness
of organizing and integrating information to apply to decision making has heightened:
“The learning and process of this project … open new fields of thought and
encouraged flexibility in thinking and analysis … it strengthened my brainstorming
abilities [fluency]”
(Student G)
9. Having sharpened critical thinking skills
In general, 78% of the students agreed that they actively assessed the quality of their information
seeking process and products. For example, Student H learnt to sharpen her critical thinking
skills:
“Our mentor reminded us to bear in mind the rubrics, and to work on the interview
questions first before jumping straight into the interview.”
(Student H)
10. Being able to overcome problems encountered
50.0% of the students agreed that they were able to overcome problems encountered during the
course of the research and suggested improvements. Student I learnt to deal with obstacles:
“… we faced several rejections from intended surveyees and interviewees …
this project has really taught me how to deal with unexpected turns. It
also made me a more versatile person, in coming up with solutions to
counter these unexpected rejections.”
(Student I)
11. Being aware of ethical behaviour
69.5% of the students agreed that they acknowledged the use of information sources and communicating
their products, for example, by following bibliographic form and citing all information
sources used. For example, Student J acknowledged the need to cite sources used in their projects
using the American Psychological Association A style:
“… learned how to use the APA format in our bibliography and use footnoting
when quoting from a certain source of article.”
(Student J)
12. Encouraged to participate effectively in groups
70% of the students agreed that they collaborated well with others, from their peers to their teachers.
67% of the students felt positively about working in groups and that they were able to achieve
more by working with others. While 78% of the students felt that they had put in their fair share of
work, 47.4% of them felt that the distribution of workload among group members was fair. 81.4%
of them acknowledged that they discussed ideas with others in the group, listened well and responded
respectfully to the points of view of the team members. Student K, for example, commented
on the benefits of collaboration:
“ … contribute ideas readily and give constructive criticism to each
other’s comments. Sharing our ideas has allowed us to express our feelings
about the RS project.”
(Student K)