Pedagogical practices predicting perceived learning of social skills among university students

Abstract

The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of these elements predicted the learning of social skills amongst university students. The regression models explained 46–58% of the learning of social skills. The results showed that collaborative learning typical of a constructivist learning environment plays a critical role in the learning process. In contrast, the modes of traditional or individual learning, such as listening and feedback or evaluation given by the teacher, loaded negatively in the regression model. Overall, the results suggest that collaborative and active forms of learning are highly significant in the learning of social skills. The study also brought up new perspectives to consider in the teaching of social skills.