Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paperpeer-review

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 languageEnglish
Publication statusPublished - 11 Jan 2019
EventThe third International Conference on Service-Learning (ICSL2019) - The Hong Kong Polytechnic University, Hong Kong, Hong Kong
Duration: 10 Jan 201912 Jan 2019
https://www.polyu.edu.hk/osl/icsl2019/

Conference

ConferenceThe third International Conference on Service-Learning (ICSL2019)
CountryHong Kong
CityHong Kong
Period10/01/1912/01/19
Internet address

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study group
learning
student
social competence
communication skills
instructor
stakeholder
organization
questionnaire

Cite this

SNELL, R. S., & CHAN, C. (2019). Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study. Paper presented at The third International Conference on Service-Learning (ICSL2019), Hong Kong, Hong Kong.
SNELL, Robin Stanley ; CHAN, Chad. / Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study. Paper presented at The third International Conference on Service-Learning (ICSL2019), Hong Kong, Hong Kong.
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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.",
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SNELL, RS & CHAN, C 2019, 'Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study' Paper presented at The third International Conference on Service-Learning (ICSL2019), Hong Kong, Hong Kong, 10/01/19 - 12/01/19, .

Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study. / SNELL, Robin Stanley; CHAN, Chad.

2019. Paper presented at The third International Conference on Service-Learning (ICSL2019), Hong Kong, Hong Kong.

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paperpeer-review

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AB - 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.

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SNELL RS, CHAN C. Evaluating Service-Learning Impacts on University Students’ Developmental Outcomes through Control Group Study. 2019. Paper presented at The third International Conference on Service-Learning (ICSL2019), Hong Kong, Hong Kong.