Instituting issue-based civics in the 11th grade classroom

<p>There were several goals of this study. The first goal of this study was to identify if issue-based civics would produce any difference in a student's attitude for and appreciation in civics. The second goal was to identify if issue-based civics would produce any difference in a student's comprehension levels in civics. The last of these goals was to identify if the school a student attended had any impact on their attitude toward and appreciation of civics and comprehension levels in civics. The study was conducted on a sample of 70 11th grade students enrolled in American History II college prep classes available during a spring 2002 student teaching placement. The study was conducted at two different area high schools in southern New Jersey. An attitudinal survey was used to assess the participants' attitude toward and appreciation of civics before and after treatment. The surveys were administered to both a traditional lecture-based group and an issue-based group. Results of the survey revealed that the participants of the issue-based group did not have a greater attitude toward and appreciation of civics as the researchers predicted. The results did not show a level of statistical significance (p<.05) but did approach a level of statistical significance with a score of .086. A test was also administered to both groups before and after treatment.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Sociocultural Education

Year dc:date.available

2002

Authors dc:creator

• DiBlasi, Nicholas J.
• Larkin, Carissa

Contributors dc:contributor

• Jorgensen, Donna W.
• Meyers, D. Mark

• Civics--Study and teaching; Eleventh grade (Education)
• Secondary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1426

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2426