The Effectiveness of an Interactive Training Program in Developing a Set of Non-Cognitive Skills in Students at University of Petra

Eman Gheith,Nahil M Aljaberi

doi:10.5539/ies.v10n6p60

Abstract

This study aimed to investigate the effectiveness of interactive training programs in developing a set of non-cognitive skills in students at the University of Petra. Furthermore, it sought to examine the impact of the sex, academic year, and university major variables on developing these skills in students who underwent the training program, as well as whether a correlation exists between the GPA of students in the experimental group and how they acquired these non-cognitive skills. The study focused on the following six non-cognitive skills: (a) locus of control; (b) planning; (c) empathy; (d) self-confidence; (e) growth mindset; and (f) grit. The study sample was randomly distributed into three groups: the first (Group A) attended an interactive training program; the second (B) attended a training course using a traditional teaching strategy; while the third (C) did not attend any programs whatsoever. The researchers have designed an interactive training program and a questionnaire to measure the sample’s non-cognitive skills on all six dimensions. The results indicate statistically significant differences between the different teaching methods used on all three groups (A, B, and C) in the overall test, as well as on three dimensions of empathy, growth mindset, and grit in favor of the experimental group (A). Additionally, findings have revealed no significant differences in the extent to which students in the experimental group (A) have acquired non-cognitive skills on the variables of sex, academic year, and university major. Moreover, the study did not show significant correlation between the extent to which students acquired these non-cognitive skills and their GPAs.

Highlights

1.1 Introducing the ProblemBy the dawning of the 21st century, the world underwent a rapid growth in knowledge embodied in an information technology revolution, where technology came to occupy an assured position in all aspects of life, including education, medicine, agriculture, etc
The participants were placed into three groups randomly for the purpose of the study, as shown below: Group A: This group has been taught a set of non-cognitive skills, which consisted of the following: internal locus of control, grit, planning and setting of goals, growth mindset, self-confidence, and empathy
The F-values indicate statistically significant differences between the different methods used on Groups A-C in the overall test, and on three dimensions: empathy, growth mindset, and grit

Summary

Introduction

By the dawning of the 21st century, the world underwent a rapid growth in knowledge embodied in an information technology revolution, where technology came to occupy an assured position in all aspects of life, including education, medicine, agriculture, etc This has posed a new a challenge for humans’ skills and capabilities as traditional teaching methods (which emphasize on teaching students to read and write, do math, or possess academic competence) are no longer sufficient for achieving success, whether in students’ career path or practical life (Saavedra & Opfer, 2012). Global economics are expected to double, which will offer various and new vacancies where it is necessary for an individual to possess certain skills; work in the future is expected to require proficiency, initiation, determination, decisiveness, and the ability to adapt. The world of tomorrow needs teachers to focus on helping students acquire a number of competencies or skills, to develop their curiosity, self-control, self-motivation, teamwork, and the ability to overcome cultural and linguistic barriers (Roberts, 2009)

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Conclusion