Date of Award
Spring 5-10-2024
Degree Type
Dissertation/Thesis
Degree Name
Doctor of Education in History Education
Department
Bagwell College of Education
Committee Chair/First Advisor
Dr. Randy Patton
Second Advisor
Dr. Mei-Lin Chang
Third Advisor
Dr. Caroline Connor
Abstract
Public schools, and education in general, were founded on the principles of preparing young people to participate in civic life as active and informed citizens. Yet, civic competency scores are consistently low and demonstrate that students are not prepared for the civic engagement required of them when they leave school. The purpose of this quasi-experimental mixed methods study is to determine if participation in simulations and utilizing experiential learning theory while teaching the government standards will lead to a greater understanding of civics, and a positive improvement in students’ beliefs and values regarding civic engagement beyond the classroom. While the study provides depth and texture to the existing body of research, it was ultimately inconclusive as to the effectiveness of legislative assembly simulations on civic knowledge and attitudes, as measured by civic beliefs and values.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Secondary Education Commons