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| dc.description.abstract | This study aimed to examine the effect of VCT instructional strategies (pair group
and small groups of 4-7 students) and students locus of control on learning outcomes in
civics courses. The aim of this study was to determine the main effects and the interaction
effect of treatment and moderator variables on Civics Education learning outcomes.
This quasi-experimental study used a factorial design with postest non-equivalent control
group design. Subjects of this study were the second semester students, Economic department,
2012-2013 academic year. The subjects were 74 students, consisting of 36 students
from class A for the experimental class and 38 students from class B as a control class.
The results of this study indicates that 1) there is significant differences of argument ability
of the students in Civics between the groups of students studying with the pair group VCT
learning strategy and those with VCT small groups of 4-7 students, 2) the argument ability
of Civics Education learning students in
Civics course, between groups of students with
internal locus of control and those with external locus of control, significantly different,
and 3) instructional strategies and locus of control shows the interaction effect on arguing
ability in Civics. | en_US |
