Teaching, learning and inquiry strategies using computer technology

This paper reports a case study in a Singapore school where a group of ‘at risk’ secondary students were given a series of linked computer‐based business and consumer projects involving word processing, survey design and analysis, and presentation of results with computer graphics. There were clear benefits in terms of the group's motivation, behaviour and performance on tests, particularly in English. Both quantitative and qualitative data to support the findings are provided. The theoretical underpinnings of constructivism, collaborative inquiry and situated learning provide the conceptual framework for this case study.