Evaluating the Effects of an Applied Learning Exercise on Students' Interest in Social Policy

Abstract

There is ample evidence that points out that the majority of social work students have little interest in social policy analysis. In this study, the impact a classroombased policy construction exercise had on the interest level in policy of a differentiated sample (N = 43) of MSW students, in which participants were enrolled in either a community- or family-practice program, was measured. Results of a paired samples t-test suggest that the exercise significantly increased the participants' interest in social policy, as t(42) = 2.59, p < .05. When comparing the effects of the intervention on the respective subsamples, only the family-practice group yielded significant results, as t(20) = 2.14, p < .05. The implications this study has for social work educators striving to increase students' interest in social policy, particularly among aspiring micro practitioners, are also discussed.

Key Words:

• Policy
• interest
• teaching
• welfare reform
• influence