Student and Community Perceptions of the “Value Added” for Service-Learners

An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participat...

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Bibliographic Details
Published inThe Journal of experiential education Vol. 28; no. 2; pp. 164 - 188
Main Authors Simons, Lori, Cleary, Beverly
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2005
Association for Experiential Education
Subjects
Academic achievement
Case Studies
Community Involvement
Community Services
Course Content
Educational Improvement
Experiential learning
Individual Development
Instructional design
Longitudinal Studies
Perception
Perceptions
Personal development
Research Methodology
Service Learning
Student Development
Student Participation
Student Surveys
Teaching Methods
Undergraduate Students
Academic Learning
Service-Learning
Personal and Interpersonal Development
Community Engagement
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Summary:An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) × 3 (placement activity) MANOVA indicates that community recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the “value added” from participating in service-learning leads to students' interpersonal and personal development.
ISSN:1053-8259
2169-009X
DOI:10.1177/105382590502800208