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

Year 2018, Volume: 4 Issue: 1, 1 - 17, 01.01.2018

Tanju Deveci , Nader Ayish

https://doi.org/10.24289/ijsser.331780

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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