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

Research output: Book Chapters | Papers in Conference ProceedingsBook ChapterResearchpeer-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 languageEnglish
Title of host publicationService-Learning Capacity Enhancement in Hong Kong Higher Education
EditorsGrace NGAI, Daniel T.L. SHEK
PublisherSpringer Singapore
Chapter9
Pages167-180
Number of pages14
ISBN (Electronic)9789811924378
ISBN (Print)9789811924361
DOIs
Publication statusPublished - 27 Sep 2022

Publication series

NameQuality of Life in Asia
Volume14
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

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