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

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.

Nurturing Grit among Medical Students

“…The findings revealed that interactive programs had helped foster the non-cognitive skills empathy, growth mindset, and Grit. 5 The qualitative phase of our study signifies the importance of personal effort and deliberate practice towards achievement and better academic performance. Students with high score on Grit were more enthusiastic, regular in attendance and always ready to participate.…”

“…3 Moreover, access to knowledge through information technology has changed the conventional teaching methods and it is now more important to provide guidance and support to help students in their learning. 5 It is the need of an hour to teach our students the non-cognitive skills in order to meet the challenges. These skills improve the academic performance of students, and the students manage setbacks and stress in a better way.…”

Effect of “Internet+” 5G Information Technology on Blended Teaching: A Test Based on Counterfactual Method

“…P(X i ) is propensity score of student i which can be estimated by a probability model, shown as formula (2).…”

“…At present, the fifth-generation mobile communication technology (5G) is quietly coming together with a new generation of artificial intelligence technology, which not only accelerates generation and dissemination of knowledge [1] but also enables various demands for workers' skills in jobs rapidly updated. The superposition has accelerated the iteration of knowledge production and skill demand [2], profoundly changing and reshaping our education and teaching system.…”

GRIT: A Non-Cognitive Attribute of University Students

“…Additionally, the traditional methods of teaching have been altered by the availability of knowledge through information technology, so it is now even more crucial to offer guidance and support to students in order to aid their learning (Gheith & Aljaberi, 2017). Educating our pupils non-cognitive skills is imperative to prepare them for future problems.…”