2015 Conference Archive
Do Assignments Improve Honors Student Perceptions of Addressing Poverty?
Conference Tracks
Academic/ Professional Development - Research
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.
Session Format
Presentation
Location
Rooms 113 & 115
Publication Type and Release Option
Image (Open Access)
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Tallant, April and Townsend, Colin, "Do Assignments Improve Honors Student Perceptions of Addressing Poverty?" (2015). SoTL Commons Conference. 36.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/36
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.
