The civic knowledge of eighth grade students at two school districts in South Texas who had passed all levels of the 2004 - 2005 TAKS tests (us history, geography, economics, and social studies analysis) was investigated, employing a descriptive correlational design. The purpose of this study was (1) to explore the level of civic knowledge among 8th grade students, (2) to assess gender differences on the basis of civic knowledge, and (3) to examine the relationship between civic knowledge and achievement scores among 8th graders who passed all levels of the Texas Assessment of Knowledge and Skills (TAKS). The results of the study showed that there were no statistically significant differences between female and male 8th graders on the basis of their TAKS civic knowledge test scores. Additionally, it was found that civic knowledge scores-were positively associated with history, geography, economics, and social studies analysis test scores and all bivariate associations were statistically significant at the .001 level. US History was the best in explaining variation in civic knowledge, followed by economics, geography, and social studies analysis.The purpose of this study was to explore 8th grade studentsa#39;, who passed all levels of the Texas Assessment of Knowledge and Skills (TAKS), knowledge of the TAKS objective used to measure civics. The TAKS levels include math, readinganbsp;...
|Title||:||Exploring Current Civic Knowledge of 8th Grade Students in South Texas as Measured by the Texas Assessment of Knowledge and Skills|
|Author||:||Melvin M. Bedford|
|Publisher||:||ProQuest - 2007|