本研究以香港神託會培敦中學二零零二至二零零三年度的專題研習課程為研究對象，探討學校實行專題研習的原因，然後以本校實際經驗為基礎，了解下列三個因素：（一）、「家庭的社經地位」；（二）、不同的「研習範疇」——「人文學科組」及「理科組」及（三）、學生的「學能表現」——「高能力組」與「能力稍遜組」等，對學生「專題研習的表現」及「態度」有何影響。結果發現大部份學生都認同透過專題研習能學習不同的共通能力，以下本文將會對專題研習提出一些建議。
This research aims at studying the factors affecting the effectiveness of project-based learning (PBL) scheme, a new culture propose in education reform, in a secondary school. Based on the experience in Stewards Pooi Tun Secondary School, we first investigated the merits of launching PBL. Then we focused our study on how the three factors, namely (i) parents' socioeconomic (SES), (ii) choice of project domain (humanities vs. science) and (iii) academic performance, would affect the students' performance and attitudes towards PBL.
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