This paper aims to explore the effectiveness of project-based and group work learning on pupils’ content knowledge enrichment regarding environmental education and attitudes towards self efficacy, task value, group work and teaching methods applied. Mainstream classes were used in order to examine pupils with no learning difficulties (typical pupils) and those with mild learning difficulties (non typical pupils) in order to suggest ways of supporting non typical pupils. The implementation of the project lasted eight (8) weeks including field-based, experiential and group-based activities. Peer-tutoring techniques are used within the frame of collaborative work especially for pupils with mild learning difficulties. The project  incorporated  the curriculum areas of language and Literature, Mathematics, Technology, Geography, Arts and Crafts and is under the umbrella of Environmental Education.

This study draws its theoretical background on the sociocultural perspective of education and ‘learning by doing’ approach of teaching.

Previous research regarding project-based learning (P-BL) has indicated that pupils can increase their academic performance when they are engaged in meaningful experiential and field-based learning activities (Liu & Hsiao, 2002; Wurdinger, Haar, Hugg & Bezon, 2007). Moreover, pupils with learning difficulties can change their attitudes towards self efficacy in learning and acquire knowledge when they are engaged in experiential and field-based learning activities (McArthur, Ferretti & O’kolo, 2002; Filippatou & Kaldi, 2009). Research on the effectiveness of co-operative learning applied in mainstream classes has revealed that pupils working in mixed ability groups gain academic and social benefits (Putnam, Markovichick, Johnson and Johnson, 1996; McMaster & Fuchs, 2002; Krol, Sleegers, Veenman and Voeten, 2008). An important part of the present study was the implementation of group work which was instructed by the teachers involved (i.e. provided structured guidance to pupils on how to work collaboratively and support each other) compared to previous similar research. Also, the use of experimental design (two group pre-test - post-test design) strengthens the present study as in previous similar research only experimental group was used. In addition researching outcomes for two ability groups of pupils in the primary school class (these with and those without learning difficulties) regarding P-BL, are scarce in the international research.

Research questions are:

After the implementation of a cross-curricular project-based and group work learning programme within the frame of Environmental Education

1.   Are there any statistically significant differences concerning knowledge enrichment between the control group and the experimental group of typical pupils?

2.      Are there any statistically significant differences concerning knowledge enrichment between the control group and the experimental group of non typical pupils (with learning difficulties)?

3.      Is there any significant improvement regarding typical pupils’ attitudes towards self-efficacy in learning, experiential learning and task value between the control and the experimental group?

4.      Is there any significant improvement regarding non typical pupils’ attitudes towards self-efficacy in learning, experiential learning and task value between the control and the experimental group?  

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