Objectives of General Education – Modified

Abstract

The Objectives of General Education–Modified scale is an 18-item psychological instrument designed to assess the perceptions and attitudes of both students and faculty concerning the core objectives of general education programs. Developed initially in 1950 for a comprehensive study conducted at Syracuse University, this measure utilizes Likert-type scales to quantify the perceived importance of various educational goals, the role of education itself, and the institutional responsibility for instruction. The foundational list of objectives was adapted and modified from a prior framework established by the American Council on Education (ACE). Notably, the original development article does not provide specific psychometric properties, such as reliability or validity data, limiting its immediate use for rigorous quantitative analysis without further validation.

Keywords

General education, student attitudes, faculty attitudes, educational objectives, Syracuse University, Likert scale, psychometric properties, American Council on Education, higher education assessment, instructional responsibility.

Authors

N. M. Downie, C. R. Pace, M. E. Troyer

Purpose

The primary purpose of the Objectives of General Education–Modified scale is descriptive and comparative: to gauge the level of importance assigned to specific educational outcomes by key stakeholders within a university setting, specifically students and faculty. By quantifying these attitudes, the instrument facilitates an understanding of the congruence or divergence between student expectations and faculty priorities regarding the mission of general education curricula.

The scale was developed as a core component of a 1950 study focusing on the effectiveness and goals of the general education curriculum at Syracuse University. The results were intended to inform institutional reform and highlight areas where educational emphasis or instructional methods might need adjustment to better meet perceived student needs or established academic objectives.

Construct

The scale measures the psychological construct of Attitudinal Importance of Educational Objectives. This construct is operationalized across 18 distinct dimensions covering broad areas of personal development, intellectual skills, civic responsibility, cultural appreciation, and vocational preparation. The instrument effectively assesses an individual’s value judgment—their attitude—regarding the necessity and priority of these specific outcomes within a university’s educational framework.

The construct is multidimensional, encompassing several facets critical to the mission of comprehensive higher education. These facets include the perceived importance of practical skills (e.g., communication), personal well-being (e.g., health habits), civic engagement (e.g., understanding world issues), and abstract thought (e.g., developing a personal philosophy). Respondents rate the items using a 5-point Likert-type scale, thereby providing a quantitative measure of subjective importance.

Validity

Information regarding the formal validity of the Objectives of General Education–Modified scale is limited in the original publication. The development article does not report empirical data pertaining to common validity types, such as construct validity (e.g., factor structure) or criterion validity.

However, the scale exhibits strong face validity and content validity, given its derivation from the established objectives defined by the American Council on Education (ACE). The items themselves reflect commonly accepted goals of post-secondary general education curricula, ensuring that the content directly aligns with the intended domain of measurement. Future research would necessitate rigorous validation studies to establish the scale’s empirical soundness for contemporary applications.

Reliability

The original research article detailing the scale’s development does not provide any calculated metrics for reliability. Standard reliability estimates, such as internal consistency (e.g., Cronbach’s alpha) or test-retest stability, were not reported. Therefore, the internal consistency and temporal stability of the 18 items remain unknown based on the initial documentation.

Researchers intending to use this modified instrument must undertake preliminary investigations to establish the necessary psychometric properties. Without demonstrated reliability, interpretations derived from scores obtained using this scale must be approached with caution, recognizing the potential for measurement error inherent in unvalidated instruments.

Factor Analysis

The original 1950 study does not include a formal factor analysis of the 18 items. Given that the items cover a wide spectrum of educational goals—from physical health to vocational preparation and philosophical development—it is highly probable that the scale measures multiple underlying dimensions rather than a single unified construct.

A modern application of this instrument would require exploratory or confirmatory factor analysis to determine if the 18 items cluster into meaningful subscales (e.g., Intellectual Development, Civic Responsibility, Personal Wellness). Such analysis is crucial for determining how scores should be aggregated and interpreted, ensuring that the statistical structure aligns with the theoretical constructs intended for measurement.

Instrument

Test Type: Attitudinal Assessment Scale / Survey Instrument

Format: Self-report questionnaire utilizing a 5-point Likert-type scale (ranging from “Very important” to “Of no importance”).

Language Available: English (Original development)

Population Group: University students and faculty members.

Age Group: Typically college-age adults (18+) and professional adults.

Population Details: Specifically developed for use at Syracuse University, targeting individuals engaged in or responsible for general education programs.

Test Methodology: Respondents rate the importance of 18 specific objectives. The raw scores reflect subjective importance ratings, which can be aggregated or compared across different groups (students vs. faculty).

Keywords

Educational assessment, higher education, curriculum evaluation, student-faculty congruence, objectives analysis, attitudinal measurement, Syracuse University study, American Council on Education, 1950s research, psychometrics.

Authors

Author ORCID Identifier: Not available/Applicable (Historical publication)

Affiliation Email addresses: Not available (Historical publication)

Correspondence Address: Not available (Historical publication)

Permissions & Fee and Test Year

Permissions: Given the age of the instrument (1950), it is likely in the public domain. However, researchers should verify copyright status relative to the journal publication and institutional records of the American Council on Education.

Fee: No known fee associated with the use of the scale itself, though access to the original journal article may require subscription.

Test Year: 1950

Reference’s

Downie, N. M., Pace, C. R., & Troyer, M. E. (1950). A study of general education at Syracuse University with special attention to objectives. Educational and Psychological Measurement, 10, 359-366.

Items of the Objectives of General Education–Modified

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

The 18 items are rated using the following 5-point Likert-type response scale:

1. 1‒Very important
2. 2‒Important
3. 3‒Of some importance
4. 4‒Of hardly any importance
5. 5‒Of no importance

The 18 objectives are:

1. Developing good health habits
2. Understanding the basis of personal and community health
3. Writing clearly and effectively
4. Speaking easily and well
5. Developing social competence and social graces
6. Understanding other people
7. Preparing for a satisfactory family and marital adjustment
8. Discovering personal strengths and weaknesses, abilities and limitations
9. Understanding world issues and pressing social, political and economic problems
10. How to participate effectively as a citizen
11. Understanding scientific developments and processes and their application in society
12. How to think clearly, meet a problem and follow it to a right conclusion without guidance
13. Developing an understanding and enjoyment of literature
14. Developing an understanding and enjoyment of art and music
15. Understanding the meaning and values in life
16. Developing a personal philosophy and applying it in daily life
17. Making a wise vocational choice
18. Preparing for a vocation