The Relationship between Prior Knowledge and Performance in Introductory World Politics Courses

Abstract

Many commentators lament the performance of American high school and university students on studies that test knowledge about international politics, current events and basic understandings of the international system. For smaller and medium sized regional universities overcoming parochial ideas and preconceptions about the “other,” especially in relation to topics and people that are international, becomes a significant challenge. Most international relations classes begin with the assumption that students have the necessary tools to engage and appreciate theoretical debates. Often students are only vaguely aware of the realities of the international system. By tracking students over several semesters, the study explores the relationship between how well students perform on a current events quiz at the beginning of the semester and their final grade. The study details how students demonstrate what information they know, misinformation they have, their choices in research topics, and their likelihood of success in international politics courses. The goal is to provide information that can help to discern effective strategies to generate interest in international politics, overcome cognitive barriers, and build confidence among the general student population.