Role of Regular- and Extra-curricula on Generic Skills of University Students from the Students' Viewpoints

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  • YAMADA Tsuyoshi
    Center for Educational Research and Development, Shimane University
  • MORI Tomoko
    Center for Educational Research and Development, Shimane University

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  • 学生の視点から捉えた汎用的技能獲得における正課・正課外の役割
  • ガクセイ ノ シテン カラ トラエタ ハンヨウテキ ギノウ カクトク ニ オケル セイカ セイカ ガイ ノ ヤクワリ

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Abstract

The present study was conducted through alumni research in 2007 and had two main purposes: (1) to extract structure of Generic Skills (GS) among university students, and (2) to examine it's function with a focus on the differences between regular- curricula (RC) and extra-curricula (EC). Prior to their graduation, university students (N=657) completed a questionnaire consisting of eight domains. The results are summarized as follows: First, factor analysis results indicated that GS consisted of 35 items and 8 factors (F) (F1: critical thinking/problem solving, F2: social skills, F3: sustainable learning/social involvement, F4: knowledge systematization, F5: information literacy, F6: foreign language skills, F7: native language skills, F8: self-presentation). Second, the results of a t-test conducted on the differences between RC and EC showed that RC had a higher score than EC in F5 and F6, whereas EC had a higher score than RC in F2, F3, F4, and F8. Third, the results of ANOVA conducted on the differences of faculty showed that goal-oriented faculty like teacher's and doctor's certificate had a higher score than else. Finally, it was implicated that this study played an important role as a curriculum assessment in educational reform and FD.

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