SUSS Research LENS
Learning, Excellence, and Networking in Scholarship (LENS)
Project Title | An Efficacy Study of the English Proficiency Programme |
Co-Principal Investigator | Lyndon Lim |
| Name and Year of Award | MOE Tertiary Education Research Fund (TRF), 2020 |
Project Summary |
The study titled “Evaluating the efficacy of English proficiency on initial semestral academic performance” examines the impact of an English Proficiency (EP) programme at a university level. The EP initiative combines diagnostic assessments and structured language support activities aimed at bolstering students’ skills in academic English. Through quantitative analysis, the study linked programme participation to improved semestral GPA and course performance. Additionally, qualitative data gathered from faculty and students highlighted gains in academic communication but also flagged areas needing further support—especially in discipline-specific contexts.
This study aligns directly with TRF’s mission to advance teaching and learning practices in Singapore’s tertiary education system through rigorous, evidence-based innovation. By empirically showing that a targeted EP programme can enhance academic outcomes, the research offers a blueprint for effective curriculum design—one that improves learner performance while being measurable and scalable. The combination of quantitative GPA analysis and qualitative stakeholder insights exemplifies mixed-methods rigour TRF seeks. Furthermore, the identification of programme gaps in disciplinary communication provides a clear pathway for future TRF-backed projects to refine and extend English support offerings, thereby enhancing educational equity and student readiness in local tertiary institutions. |
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Project Title | Bite-sized Learning for Adult Learners: An Efficacy Study |
Principal Investigator | Ho Yan Yin |
| Name and Year of Award | MOE Tertiary Education Research Fund (TRF), 2018 |
Project Summary | The study titled “Bite-sized learning for adult learners: An efficacy study” explores the effectiveness of microlearning—short, focused learning modules—in a higher education setting for adult learners. The researchers investigated how these bite-sized instructional formats impacted learner engagement, knowledge retention, and overall satisfaction. Findings from the study indicated that microlearning was perceived by adult learners as highly effective and efficient. It enhanced comprehension and retention more than traditional, longer-format learning methods. Participants also reported that microlearning reduced cognitive overload and made learning more accessible and manageable, particularly when juggling studies with work and family responsibilities.
This study is highly relevant to the Ministry of Education (MOE) Tertiary Education Research Fund (TRF), which supports research projects that enhance the quality and impact of teaching and learning in Singapore’s tertiary institutions. The TRF emphasises evidence-based, innovative pedagogical approaches that can improve learner outcomes, particularly for adult learners and lifelong education. By demonstrating that bite-sized learning is a scalable and effective instructional strategy, this study provides concrete evidence that can inform teaching practices and curriculum design across universities and adult education programmes. Its emphasis on flexibility, learner engagement, and improved learning outcomes aligns strongly with TRF’s goals to support impactful, research-driven educational innovation in the tertiary sector. |
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Project Title | Examining the Implementation of Practice-based Work Approach for the Professional Learning of Associate Faculty |
Principal Investigator | Jennifer Yeo |
| Name and Year of Award | Workforce Development Applied Research Fund (WDARF), 2022 |
Project Summary | The study titled “Examining the Implementation of Practice-based Work Approach for the Professional Learning of Associate Faculty” (Project GA21-01) investigates how a practice-based learning (PbW) model can support the professional development of Associate Faculty (AF) at SUSS. These AF are typically industry professionals who teach part-time in institutes of higher learning. The study focuses on two graduate certificate courses designed to build teaching and learning capacity among these educators. The PbW model draws on Barrow’s Problem-based Learning framework and best practices in teacher professional development. It emphasizes three core elements: (1) engaging learners with real-world, complex problems relevant to their professional context, (2) offering multi-dimensional support—conceptual, cognitive, and social—to scaffold deeper learning, and (3) encouraging critical reflection to develop both professional and self-knowledge. The study adopts Cultural-Historical Activity Theory (CHAT) to interpret how learning and work unfold in these contexts, with a particular interest in how the tensions between work and study can spark pedagogical innovation. Using a design research methodology, the researchers aim to iteratively refine the course based on evidence from each cycle of implementation.
This study is highly relevant to the Workforce Development Applied Research Fund (WDARF) as it aligns with WDARF’s mission to support applied research that directly contributes to workforce capability and continuing education. By enhancing the pedagogical skills and reflective practices of part-time, industry-based educators, this research promotes sustainable faculty development and supports the broader goals of lifelong learning and workforce upskilling. The project also delivers practical outcomes—a PbW model for educator training, capacity building among stakeholders, and dissemination of insights to the broader education and research community—making it an ideal example of how applied research can inform both policy and practice in workforce development. |
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