Evaluating Service-learning Impacts on University Students’ Developmental Outcomes through a Mixed Method Comparison Study

Research output: Other Conference ContributionsPresentationPresentation

Abstract

In a mixed method study conducted in 2017-18, we analysed the relative impact of service learning (S-L) versus equivalent non-service-learning (N-S-L) course experiences at Lingnan University. The quantitative part compared the self-perceived developmental gains of 250 S-L students with those of 169 N-S-L students, who had studied the same subjects with the same instructors. In the qualitative part, 61 students from 16 S-L courses participated in end of term focus groups. Although S-L students reported greater improvements than N-S-L students in 6 out of 7 developmental domains (subject-related knowledge, communication skills, social competence, organisation skills, problem-solving skills, and civic orientation), these differences in gains were not statistically significant. Nonetheless, the focus groups revealed that S-L students perceived that they had had distinctive opportunities for development through interaction with community stakeholders and real-life knowledge application.
Original languageEnglish
Publication statusPublished - 24 May 2019
EventLearning and Teaching @EdUHK Festival 2019 - The Education University of Hong Kong, Hong Kong, Hong Kong
Duration: 24 May 201924 May 2019
https://www.eduhk.hk/lttc/LT2019/conference.html

Conference

ConferenceLearning and Teaching @EdUHK Festival 2019
CountryHong Kong
CityHong Kong
Period24/05/1924/05/19
Internet address

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learning
student
social competence
communication skills
instructor
Group
stakeholder
interaction
knowledge
community
experience

Cite this

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abstract = "In a mixed method study conducted in 2017-18, we analysed the relative impact of service learning (S-L) versus equivalent non-service-learning (N-S-L) course experiences at Lingnan University. The quantitative part compared the self-perceived developmental gains of 250 S-L students with those of 169 N-S-L students, who had studied the same subjects with the same instructors. In the qualitative part, 61 students from 16 S-L courses participated in end of term focus groups. Although S-L students reported greater improvements than N-S-L students in 6 out of 7 developmental domains (subject-related knowledge, communication skills, social competence, organisation skills, problem-solving skills, and civic orientation), these differences in gains were not statistically significant. Nonetheless, the focus groups revealed that S-L students perceived that they had had distinctive opportunities for development through interaction with community stakeholders and real-life knowledge application.",
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SNELL, RS & CHAN, WFC 2019, 'Evaluating Service-learning Impacts on University Students’ Developmental Outcomes through a Mixed Method Comparison Study' Learning and Teaching @EdUHK Festival 2019, Hong Kong, Hong Kong, 24/05/19 - 24/05/19, .

Evaluating Service-learning Impacts on University Students’ Developmental Outcomes through a Mixed Method Comparison Study. / SNELL, Robin Stanley; CHAN, Wing Fung Chad.

2019. Learning and Teaching @EdUHK Festival 2019, Hong Kong, Hong Kong.

Research output: Other Conference ContributionsPresentationPresentation

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