| Summary: | This study reviewed both current and historical literature in an effort to define experiential learning both generally and specifically in the context of civic education, examined the role of the school, investigated barriers to success, reviewed current experiential learning programs, and makes recommendations. The study examined three research questions that address the relationship between civic knowledge and civic identity: Is an increase in high school students' civic
knowledge, whether gained through experiential or traditional civics education programs, associated with an increased sense of civic identity? Does experiential civics education predict higher levels of civic knowledge than traditional civics education? Does experiential civics education predict higher levels of civic identity than traditional civics education? To answer these research questions, 592 high school students were given pre- and post-tests to measure for civic knowledge and
civic identity. Of this group, 301 students received only traditional civics education while the remaining 291 participated in an experiential civics learning program. Results were analyzed to determine whether or not statistically significant relationships existed between variables. Findings suggest that statistically significant positive relationships exist between civic knowledge and civic identity as well as between experiential learning and increased civic knowledge and increased
civic identity. After peer review discussion of the research, Post-hoc data analysis explored interactions between the variables and the differing demographic groups. The Post-hoc analysis found an interaction between civic identity (social responsibility) and gender as well as between civic identity (political efficacy and social responsibility) between ethnicity and socio-economic status. These findings may help civics educators in their pedagogical approach of teaching the
subject.
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