Service-learning as an experiential pedagogy, which emphasises students’ application of knowledge to serve the community, was introduced to tertiary education in Asia more than a decade ago. However, there has been little prior Asia based cross-cultural research into student developmental outcomes arising from service-learning, largely reflecting the lack of a valid measurement instrument. Recent studies of Hong Kong students have established the validity of the Service-Learning Outcomes Measurement Scale (S-LOMS) as a standardised and flexible measurement instrument for assessing student developmental outcomes arising from service-learning. One aim of the current study was to establish whether S-LOMS is also valid for use in Asia outside Hong Kong. The current study compared the developmental outcomes arising from service-learning for Hong Kong (N=923) and Singapore (N=330) students across the eleven domains that are represented by the subscales of S-LOMS. A pretest-posttest research design was adopted, with service-learning interventions in between. Literature review revealed that the two jurisdictions bear similar characteristics in terms of social context and educational systems, and have comparable service-learning practices at university level. Investigation of the pretest data (baseline) indicated significantly higher scores for Singapore students on seven domains, which may have reflected greater prior exposure to community service, as compared with the Hong Kong students. Comparisons of pretest and posttest scores through paired-sample t-tests indicated that service-learning had significantly greater developmental impact in five domains for Hong Kong students as compared with Singapore students. While there were no significant improvements for Singapore students in caring and respect, sense of social responsibility and commitment to self-improvement, Hong Kong students perceived themselves as having significantly improved in all domains. Moreover, the scale validation also showed that S-LOMS is a reliable measurement instrument for both Hong Kong and Singapore samples, with satisfactory confirmatory factor analysis and multi-sample analysis results.
|Publication status||Published - 13 Nov 2020|
|Event||The 3rd Conference for Higher Education Research – Hong Kong 2020: Innovations of Higher Education Amid the Pandemic: Institutional Management, Teaching, and Research Perspectives - |
Duration: 13 Nov 2020 → 14 Nov 2020
|Conference||The 3rd Conference for Higher Education Research – Hong Kong 2020|
|Abbreviated title||CHER-Hong Kong 2020|
|Period||13/11/20 → 14/11/20|