Simulations Build Efficacy: Empirical Results from a Four-Week Congressional Simulation

Abstract

This article describes a four-week congressional committee simulation implemented in upper level courses on Congress and the Legislative process at two liberal arts colleges. We find that the students participating in the simulation possessed high levels of political knowledge and confidence in their political skills prior to the simulation. An analysis of pre- and posttest surveys indicates that students experienced significant increases in their self-assessed understanding of the political process, the ability to persuade others to support political positions, and the ability to work with diverse groups to accomplish political goals. Additionally, students without prior internship experience reported notable and statistically significant gains in self-assessed political skills and efficacy. These findings suggest that, for students who cannot participate in an internship, participating in a simulation may generate many of the same benefits.

Keywords:

• active learning
• Congress
• engagement
• simulations
• teaching

Notes

Note: Percentages may exceed 100% due to rounding. N = 53.

Note: Paired Samples t-Test. N = 53.

*p < .05. **p < .01.

Note: Paired Samples t-Test. N = 53.

*p < .05. **p < .01. ***p < .001.

Other issues that have also been used effectively in previous years include legislation that would limit “excessive” executive compensation and a bill that prohibited schools from serving junk food in school cafeterias.