This paper describes an exploratory, qualitative, study of the motivational issues
associated with project work – a method intended to help encourage independent
learning skills. The population studied were United Kingdom secondary school
students who attended a state funded comprehensive school in Derbyshire. The study
chose to explore why students, generally, did not engage in the project process and to
determine those factors that either motivated or de-motivated them during this
process. Questionnaires were completed by twenty-six Year 7 (11-12 year old)
students and ten Year 13 (17-18 year old) students. Interviews were conducted with
six Year 7s and ten Year 13 students. In addition six Year 7 students were involved in
a focus group and nine Year 13 students in a separate focus group. Different
methods, as well as previous research, enabled triangulation of the data and indicated
the validity of the findings. Aspects of the students experience when undertaking a
piece of research were found to be de-motivating. In general students did not have a
clear understanding of the different elements of information literacy. The majority
considered that their information skills were not well developed and they were not
confident of completing the research process successfully. Specific factors that had
significant impact on the students’ motivation included choice of topic, the amount of
group work, the level of support and feedback during the process and the study
environment. It was also found, in this case study, that educators did not utilise
Library and Information Science (LIS) information literacy/information behaviour
models or knowledge to teach and support project work. Nor was there any
recognition of the attitudes and skills or motivational issues associated with the stages
of the project process. This was in contrast to the teaching in school of data analysis
and handling, using Information and Communication Technology (ICT), during
subject based project work where there seems to be a more cohesive approach. Based
on these findings recommendations for improving the project process and the learning
experience are given
