Abstract
A control group study with a mixed method approach was conducted at Lingnan University in 2017-18 for investigating differences in developmental gains between students who engaged in Service-Learning (S-L) and those who did not, and for identifying factors affecting students’ learning. The quantitative study involved 250 S-L and 169 Non- S-L students, who were matched for both course and instructor, and who completed pretest and posttest questionnaires in 2017-18. In the qualitative study, 61 students from 16 courses with S-L elements participated in the focus groups in the same period. S-L students reported greater improvements than non-S-L students in 6 out of 7 developmental domains (subject-related knowledge, communication skills, social competence, organization skills, problem-solving skills, and civic orientation). Students also mentioned that S-L projects provided more opportunities for their development through interaction with stakeholders and real-life knowledge application. In addition, some critical factors were indicated for improving the design and implementation of S-L projects. This study contributes further evidence to support S-L as an effective pedagogy.
Original language | English |
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Title of host publication | The 3rd International Conference on Service-Learning : Proceedings |
Place of Publication | Hong Kong |
Publisher | Hong Kong Polytechnic University |
Pages | 95-99 |
Publication status | Published - 11 Jan 2019 |
Event | The 3rd International Conference on Service-Learning - The Hong Kong Polytechnic University, Hong Kong, Hong Kong Duration: 10 Jan 2019 → 12 Jan 2019 https://www.polyu.edu.hk/osl/icsl2019/ |
Conference
Conference | The 3rd International Conference on Service-Learning |
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Abbreviated title | ICSL2019 |
Country/Territory | Hong Kong |
City | Hong Kong |
Period | 10/01/19 → 12/01/19 |
Internet address |