Personal responsibility and interpersonal communication in a project-based learning environment

Abstract

A common refrain is that today’s youth lack empathy and are concerned mainly with their own well-being. Freshman university students, especially those involved with project-based courses, have been singled out for this behavior. Students, once put on teams, may be expected to acquire the essential interpersonal skills. However, the interplay between personal responsibility and interpersonal communication is complex. This study investigated 143 freshman students’ responsibility and interpersonal communication propensities in the UAE. Data were collected using two questionnaires. Results indicate that the students’ responsibility and interpersonal communication scores were at a moderate level, while the responsibility scores of students in the second level course were higher. However, the students in the first level course had a slightly higher interpersonal communication. Female students’ interpersonal communication scores were more varied than male students’. A weak positive correlation appeared between responsibility and interpersonal communication scores. Results are discussed, and recommendations are made as to how to increase students’ responsibility behaviors in courses that require the effective use of interpersonal communication skills.  

Keywords

• responsibility,interpersonal communication,project-based learning,team-based learning,gender,freshman

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