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American Government Across Time, Space, and Location
Unformatted Document Text:  27 According to the regression analysis, there are no differences in post political knowledge, post internal efficacy, or post confidence in government for JALC students when compared to SIUC students. This is great news for students who can have a choice between institutions and not feel they are sacrificing quality of instruction or being differently influenced in the classroom in regard to efficacy or confidence in government. Interestingly, SIUC students begin American Government 101 will more political knowledge and a higher scale score on internal efficacy than their JALC counterparts, but the groups are not different when it comes to confidence in government. JALC students can only correctly answer about 56% of the political knowledge questions before taking the course, but students at SIUC can correctly answer 61% of the political knowledge questions before taking the course. The difference in percentages is statistically significant (.001) as evidenced by an independent samples t test. However, by the end of the course, there is no statistically significant difference between the political knowledge scores indicating that JALC instruction improves student learning to the effect that they are now nearly equal to their SIUC peers. Upon running an independent samples t test, I found that SIUC students’ mean internal efficacy score begins at 3.5976 whereas students at JALC begin with a mean internal efficacy score of 2.5592. The difference is statistically significant (.005). Internal efficacy may be different for the groups based upon the previously mentioned questions about interest in the topic. Students who attend SIU begin the course with a scale score of 1.83 out of 4 and their JALC counterparts begin with a scale score of 1.48. The difference of means is statistically significant (.000). However, the question regarding the level of political discussion at home was not statistically significant. CONCLUDING REMARKS

Authors: Bryant, Jane.
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27
According to the regression analysis, there are no differences in post political knowledge,
post internal efficacy, or post confidence in government for JALC students when compared to
SIUC students. This is great news for students who can have a choice between institutions and
not feel they are sacrificing quality of instruction or being differently influenced in the classroom
in regard to efficacy or confidence in government.
Interestingly, SIUC students begin American Government 101 will more political
knowledge and a higher scale score on internal efficacy than their JALC counterparts, but the
groups are not different when it comes to confidence in government. JALC students can only
correctly answer about 56% of the political knowledge questions before taking the course, but
students at SIUC can correctly answer 61% of the political knowledge questions before taking
the course. The difference in percentages is statistically significant (.001) as evidenced by an
independent samples t test. However, by the end of the course, there is no statistically significant
difference between the political knowledge scores indicating that JALC instruction improves
student learning to the effect that they are now nearly equal to their SIUC peers.
Upon running an independent samples t test, I found that SIUC students’ mean internal
efficacy score begins at 3.5976 whereas students at JALC begin with a mean internal efficacy
score of 2.5592. The difference is statistically significant (.005). Internal efficacy may be
different for the groups based upon the previously mentioned questions about interest in the
topic. Students who attend SIU begin the course with a scale score of 1.83 out of 4 and their
JALC counterparts begin with a scale score of 1.48. The difference of means is statistically
significant (.000). However, the question regarding the level of political discussion at home was
not statistically significant.
CONCLUDING REMARKS


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