DOI
10.21768/ejopa.v5i2.5
Abstract
This article details the results of a quasi-experimental study designed to assess the effects of participation in the Political Engagement Project (PEP) on students’ political knowledge, efficacy, general interpersonal skills, skills of influence and action, political behavior, concern for political issues, and political ideology. Findings demonstrated that students in PEP sections of an introductory communication course showed significantly larger pre- to posttest gains on virtually all of the measures. Specifically, analysis of difference scores indicated that, compared to the control group, both experimental groups (i.e., PEP without video production and PEP with video production) reported significantly greater increases in political knowledge, efficacy, general interpersonal skills, skills of influence and action, and political behavior. However, the control group produced significantly greater increases in the concern for political issues measure as compared to the PEP with video production experimental group, while showing no significant differences in relation to the PEP without video production experimental group. Finally, there were no differences over time for any of the groups regarding the measure of political ideology.
Recommended Citation
Hunt, Stephen K.; Meyer, Kevin R.; Hooker, John F.; Simonds, Cheri J.; and Lippert, Lance R.
(2016)
"Implementing the Political Engagement Project in an IntroductoryCommunication Course: An Examination of the Effects on Students’ PoliticalKnowledge, Efficacy, Skills, Behavior, and Ideology,"
eJournal of Public Affairs: Vol. 5:
Iss.
2, Article 5.
DOI: 10.21768/ejopa.v5i2.5
Available at:
https://bearworks.missouristate.edu/ejopa/vol5/iss2/5
