Proposal Title

Do Assignments Improve Honors Student Perceptions of Addressing Poverty?

Proposal Abstract

This research identifies differences in student perceptions in addressing poverty when assigned to an intervention group versus a control group. Both the intervention group (n=39) and control group (n=54) were enrolled in one-hour Honors sections of a transition course at a four-year public institution. The assigned text for the course was Soul of a Citizen by Paul Rogat Loeb, which emphasizes social engagement. Students were assigned select readings and time was spent discussing the text. Students attended a presentation about a local safety net non-profit organization and were informed about volunteer opportunities. The intervention group completed three assignments related to poverty whereas the control group did not. Both groups completed a survey near the beginning and end of the course to examine perceptions of poverty, including how effective students could be at addressing it (range = 1 very ineffective to 5 very effective). Researchers will share the results of a paired t-test from pre-to-post survey for both groups to show whether there were statistically significant differences during the course. Researchers will share Pearson chi-square test results that showed whether there were statistically significant differences in perceptions at post-measure between the two groups. Further statistical analyses results will also be shared.

Location

Rooms 113 & 115

Publication Type and Release Option

Presentation (Open Access)

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Mar 25th, 5:00 PM Mar 25th, 6:00 PM

Do Assignments Improve Honors Student Perceptions of Addressing Poverty?

Rooms 113 & 115

This research identifies differences in student perceptions in addressing poverty when assigned to an intervention group versus a control group. Both the intervention group (n=39) and control group (n=54) were enrolled in one-hour Honors sections of a transition course at a four-year public institution. The assigned text for the course was Soul of a Citizen by Paul Rogat Loeb, which emphasizes social engagement. Students were assigned select readings and time was spent discussing the text. Students attended a presentation about a local safety net non-profit organization and were informed about volunteer opportunities. The intervention group completed three assignments related to poverty whereas the control group did not. Both groups completed a survey near the beginning and end of the course to examine perceptions of poverty, including how effective students could be at addressing it (range = 1 very ineffective to 5 very effective). Researchers will share the results of a paired t-test from pre-to-post survey for both groups to show whether there were statistically significant differences during the course. Researchers will share Pearson chi-square test results that showed whether there were statistically significant differences in perceptions at post-measure between the two groups. Further statistical analyses results will also be shared.