Using Deliberation in the Classroom: A Teaching Pedagogy to Enhance Student Knowledge, Opinion Formation, and Civic Engagement

Abstract

This article presents the findings of a study concerning the use of deliberation as a tool for classroom instruction. Utilizing deliberative polling as the basis for this project, we wanted to determine whether this form of discourse will have an impact on student knowledge, opinions about a policy issue, and levels of engagement. The use of pre- and posttest surveys demonstrates that students who engaged in a deliberative dialogue were more likely to increase their knowledge, to change their opinions about the issue discussed, and to increase their levels of anticipated engagement. Students in a control group experienced no similar changes, suggesting that deliberation might be an effective tool for combating student apathy and disengagement.

Keywords:

• civic engagement
• college students
• deliberation
• deliberative poll
• higher education
• opinion
• teaching pedagogy

Notes

Note: T = Treatment Group; C = Control Group. Each item was rescored (0, 1). 0 included an incorrect and “a don't know” response while 1 was coded for correct responses. The means of the individual items are the percentages of the participants answering them correctly. Difference denotes Mean 2 – Mean 1.

*Significant at the p < .05 level (one-tailed). **Significant at the p < .01 level (one-tailed).

Note: T = Treatment; C = Control.

*p < .05. **p < .01. ***p < .001.

Note: T = Treatment; C = Control.

*p < .05. **p < .01. ***p < .001.

Helm, Burt. “Wal-Mart, Please Don't Leave Me.” Business Week, October 9, 2006.