Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study

Chad W. F. CHAN; Robin S. SNELL; Constance W. Y. CHAN

doi:10.1007/978-981-19-2437-8_9

Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study

Chad W. F. CHAN^*, Robin S. SNELL, Constance W. Y. CHAN

^*Corresponding author for this work

Office of Service-Learning

Research output: Book Chapters | Papers in Conference Proceedings › Book Chapter › Research › peer-review

Abstract

Service-Learning (S-L) became a graduation requirement in Lingnan University in 2016–2017. Although many studies revealed that S-L impacts students’ learning positively, these studies have focused on the responses of S-L participants only. Because there is a very limited body of prior comparative studies, we considered that a control group study, which investigated both S-L and non-S-L students, would provide a robust source of additional evidence about the impact of S-L on students’ development. A pretest and posttest based nonequivalent groups control group design was adopted in this study to investigate differences in developmental outcomes among students who engaged in S-L versus those who did not. A total of 81 S-L students and 53 non-S-L students in three selected S-L credit-bearing courses were invited to complete the pretest and posttest questionnaires in 2017/2018 and 2018/2019. A significant difference in problem-solving skills was identified between the experimental and control groups.

Original language	English
Title of host publication	Service-Learning Capacity Enhancement in Hong Kong Higher Education
Editors	Grace NGAI, Daniel T.L. SHEK
Publisher	Springer Singapore
Chapter	9
Pages	167-180
Number of pages	14
ISBN (Electronic)	9789811924378
ISBN (Print)	9789811924361
DOIs	https://doi.org/10.1007/978-981-19-2437-8_9
Publication status	Published - 27 Sept 2022

Publication series

Name	Quality of Life in Asia
Volume	14
ISSN (Print)	2211-0550
ISSN (Electronic)	2211-0569

Bibliographical note

Funding Information:
Acknowledgements Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19).

Funding Information:
would provide a more robust indication of the impact of S-L on students’ learning outcomes. With the support of the University Grants Committee of Hong Kong (UGC), four universities launched a program in 2017 entitled “Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions” (hereafter the program), seeking to fill gaps in knowledge about S-L, and to build capacity for providing effective S-L. With the support of the program, a control group study focusing on three selected courses with S-L elements was conducted in 2017–2018 and 2018–2019 to compare the developmental outcomes of students who engaged in S-L with those who did not.

Funding Information:
Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19).

Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Keywords

Control group study
Problem solving skills
Service-learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-981-19-2437-8_9

https://link.springer.com/10.1007/978-981-19-2437-8_9

Cite this

CHAN, C. W. F., SNELL, R. S., & CHAN, C. W. Y. (2022). Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study. In G. NGAI, & D. T. L. SHEK (Eds.), Service-Learning Capacity Enhancement in Hong Kong Higher Education (pp. 167-180). (Quality of Life in Asia; Vol. 14). Springer Singapore. https://doi.org/10.1007/978-981-19-2437-8_9

@inbook{76e45901e73e414c85ab39a4410dd798,

title = "Investigating Service-Learning Impacts on University Students{\textquoteright} Developmental Outcomes Through a Control Group Study",

abstract = "Service-Learning (S-L) became a graduation requirement in Lingnan University in 2016–2017. Although many studies revealed that S-L impacts students{\textquoteright} learning positively, these studies have focused on the responses of S-L participants only. Because there is a very limited body of prior comparative studies, we considered that a control group study, which investigated both S-L and non-S-L students, would provide a robust source of additional evidence about the impact of S-L on students{\textquoteright} development. A pretest and posttest based nonequivalent groups control group design was adopted in this study to investigate differences in developmental outcomes among students who engaged in S-L versus those who did not. A total of 81 S-L students and 53 non-S-L students in three selected S-L credit-bearing courses were invited to complete the pretest and posttest questionnaires in 2017/2018 and 2018/2019. A significant difference in problem-solving skills was identified between the experimental and control groups.",

keywords = "Control group study, Problem solving skills, Service-learning",

author = "CHAN, {Chad W. F.} and SNELL, {Robin S.} and CHAN, {Constance W. Y.}",

note = "Funding Information: Acknowledgements Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19). Funding Information: would provide a more robust indication of the impact of S-L on students{\textquoteright} learning outcomes. With the support of the University Grants Committee of Hong Kong (UGC), four universities launched a program in 2017 entitled “Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions” (hereafter the program), seeking to fill gaps in knowledge about S-L, and to build capacity for providing effective S-L. With the support of the program, a control group study focusing on three selected courses with S-L elements was conducted in 2017–2018 and 2018–2019 to compare the developmental outcomes of students who engaged in S-L with those who did not. Funding Information: Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19). Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.",

year = "2022",

month = sep,

day = "27",

doi = "10.1007/978-981-19-2437-8_9",

language = "English",

isbn = "9789811924361",

series = "Quality of Life in Asia",

publisher = "Springer Singapore",

pages = "167--180",

editor = "Grace NGAI and SHEK, {Daniel T.L.}",

booktitle = "Service-Learning Capacity Enhancement in Hong Kong Higher Education",

address = "Singapore",

}

Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study. / CHAN, Chad W. F.; SNELL, Robin S.; CHAN, Constance W. Y.
Service-Learning Capacity Enhancement in Hong Kong Higher Education. ed. / Grace NGAI; Daniel T.L. SHEK. Springer Singapore, 2022. p. 167-180 (Quality of Life in Asia; Vol. 14).

Research output: Book Chapters | Papers in Conference Proceedings › Book Chapter › Research › peer-review

TY - CHAP

T1 - Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study

AU - CHAN, Chad W. F.

AU - SNELL, Robin S.

AU - CHAN, Constance W. Y.

N1 - Funding Information: Acknowledgements Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19). Funding Information: would provide a more robust indication of the impact of S-L on students’ learning outcomes. With the support of the University Grants Committee of Hong Kong (UGC), four universities launched a program in 2017 entitled “Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions” (hereafter the program), seeking to fill gaps in knowledge about S-L, and to build capacity for providing effective S-L. With the support of the program, a control group study focusing on three selected courses with S-L elements was conducted in 2017–2018 and 2018–2019 to compare the developmental outcomes of students who engaged in S-L with those who did not. Funding Information: Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (Project No.: PolyU4/T&L/16-19). Publisher Copyright: © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

PY - 2022/9/27

Y1 - 2022/9/27

N2 - Service-Learning (S-L) became a graduation requirement in Lingnan University in 2016–2017. Although many studies revealed that S-L impacts students’ learning positively, these studies have focused on the responses of S-L participants only. Because there is a very limited body of prior comparative studies, we considered that a control group study, which investigated both S-L and non-S-L students, would provide a robust source of additional evidence about the impact of S-L on students’ development. A pretest and posttest based nonequivalent groups control group design was adopted in this study to investigate differences in developmental outcomes among students who engaged in S-L versus those who did not. A total of 81 S-L students and 53 non-S-L students in three selected S-L credit-bearing courses were invited to complete the pretest and posttest questionnaires in 2017/2018 and 2018/2019. A significant difference in problem-solving skills was identified between the experimental and control groups.

AB - Service-Learning (S-L) became a graduation requirement in Lingnan University in 2016–2017. Although many studies revealed that S-L impacts students’ learning positively, these studies have focused on the responses of S-L participants only. Because there is a very limited body of prior comparative studies, we considered that a control group study, which investigated both S-L and non-S-L students, would provide a robust source of additional evidence about the impact of S-L on students’ development. A pretest and posttest based nonequivalent groups control group design was adopted in this study to investigate differences in developmental outcomes among students who engaged in S-L versus those who did not. A total of 81 S-L students and 53 non-S-L students in three selected S-L credit-bearing courses were invited to complete the pretest and posttest questionnaires in 2017/2018 and 2018/2019. A significant difference in problem-solving skills was identified between the experimental and control groups.

KW - Control group study

KW - Problem solving skills

KW - Service-learning

UR - http://www.scopus.com/inward/record.url?scp=85136726552&partnerID=8YFLogxK

U2 - 10.1007/978-981-19-2437-8_9

DO - 10.1007/978-981-19-2437-8_9

M3 - Book Chapter

SN - 9789811924361

T3 - Quality of Life in Asia

SP - 167

EP - 180

BT - Service-Learning Capacity Enhancement in Hong Kong Higher Education

A2 - NGAI, Grace

A2 - SHEK, Daniel T.L.

PB - Springer Singapore

ER -

Investigating Service-Learning Impacts on University Students’ Developmental Outcomes Through a Control Group Study

Abstract

Publication series

Bibliographical note

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this