College students' knowledge of the Social Security System: An exploratory study of two teaching methods.

摘要

The purpose of this study was two-fold. First, it measured the knowledge college students ages 18–24 years old have about the Social Security System. Second, it measured the effect of two different teaching methods on the level of knowledge. Social learning theory was used as the theoretical framework for the study. Forty-one college students in two experimental groups were pre-tested on their social security knowledge. Scores for both groups indicated that 18–24 year old college students were not knowledgeable about social security. Social security information was introduced to both groups. Posttest scores indicated that even with a minimum of information, college students made significant gains and became knowledgeable. It was not proven however that the social learning theory method was the more successful teaching method.