The musical theatre as a vehicle of learning: an educational innovation project at the university

Abstract

The Musical Theatre as a Vehicle of Learning -UJI -DOI: http://dx.doi.org/10.6035/Sapientia76

Social Competence in Higher Education Questionnaire (CCSES): Revision and Psychometric Analysis

“…The results confirmed that the CCSES questionnaire is a valid and reliable instrument to measure social competence in higher education and confirmed empirical evidence for the three-factor framework -group climate, team cohesion, and social skills- of the original instrument ( Pérez-Aldeguer, 2013b ). These three variables explained the 67.47% of the variance according to the responses of participants in the study.…”

“…Since the academic year 2008/2009 Pérez-Aldeguer (2013a , b , 2016 ) has been developing and shaping a project – an Educational Musical Theater – to enhance higher education students’ cooperation and interaction. From the beginning of the process until the final performance, students need to have a continuous face-to-face interaction and cooperation to find a consensus, to solve problems, to achieve a common goal, and to overcome challenges, among others ( Pérez-Aldeguer, 2013b ). After the development of the pilot project it was found that several difficulties arose between the participants.…”

“…This fact is evidenced in the lack of standardized measures to analyze social competence in adults. For this reason, Pérez-Aldeguer (2013b) developed and validated a questionnaire to measure social competence in higher education based on the previous measures from the Group Climate Questionnaire Short Form ( MacKenzie, 1983 ), the Group Cohesion Evaluation Questionnaire ( Glass and Benshoff, 2002 ) and the Social Skills Scale ( Goldstein et al, 1989 ).…”

“…However, and as recommended by Schoon (2009) it is best to select measures for the context being addressed. CCSES (Cuestionario de Competencia Social en Educación Superior) was originally validated for the measurement of students’ social competence development before and after their participation in a Musical Theater Project ( Pérez-Aldeguer, 2013b ) where students had to cooperate to build a common project with educational aims. CCSES was constructed according to the perspective of social competence as a multidimensional construct with emotional, cognitive, and contextual dimensions ( Sarason, 1981 ; Waters and Sroufe, 1983 ; Schneider et al, 1996 ) which includes interactions between individual characteristics, social demands, and characteristics of the cultural context ( Schoon, 2009 ).…”