Service-learning has been adopted in Hong Kong tertiary education for over a decade, yet its developmental outcomes for students have not been systematically researched. One reason for this has been the lack of a standardized and comprehensive outcomes measurement instrument. Based on a review of literature on developmental outcomes arising from service-learning, consultation with local practitioners, and the need for alignment with local educational goals, the Service-Learning Outcomes Measurement Scale (S-LOMS) was developed specifically for the Hong Kong context. A pilot study was undertaken, followed by six studies to test the validity and reliability of S-LOMS. Results indicate that although S-LOMS does not have good divergent validity, it has good content, construct, and criterion validity, and is a reliable tool with high levels of Cronbach’s alpha and test–retest reliability values.
|Title of host publication
|Service-Learning Capacity Enhancement in Hong Kong Higher Education
|Grace NGAI, Daniel T.L. SHEK
|Place of Publication
|Number of pages
|Published - 27 Sept 2022
|Quality of Life in Asia
Bibliographical noteFunding Information:
With its content and face validity supported by the SMEs’ participation and by this pilot study, the 101-item draft S-LOMS was tested for its construct validity in three further studies, reported next.
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
- Developmental outcomes
- Scale development and validation
- Hong Kong