Development of generic competencies and its association with secondary public examination performance: A tertiary STEM freshmen's perspective

Abstract

The present paper examines the relationship between development of various kinds of generic competencies, and its association with secondary public examination performance, using a case study of tertiary STEM freshmen in Hong Kong. The result shows different trajectories of generic competencies development between STEM and non-STEM students prior to their entrance to tertiary education. The findings also show that Liberal Studies, as a key public examination subject, has positive association with the development of both creative thinking as well as critical thinking among STEM students.