Abstract
We found that students generally perceived that they learned quite a lot from service-learning . Learning gains are strongly correlated to the student’s interest and the learning experience , while the correlations to the student’s grade and whether they took service-learning primarily to fulfil the requirement are weak. It can be considered an encouraging affirmation of the decision to make service-learning compulsory. On the other hand, some students found the physical hardship tougher than expected. Some also have difficulties when the realities in the field were different from their expectations, when their preparations were inadequate, etc. Cultural and other factors seem to pose interesting challenges different from what is commonly presented in literature. Some lessons may be relevant to global adoption of service-learning as an educational pedagogy .
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Billig, S. H., Root, S., & Jesse, D. (2005). The relationship between the quality indicators of service-learning and student outcomes. In S. Root, J. Callahan, & S. H. Billig (Eds.), Improving service-learning practice: Research on models to enhance impact (pp. 97–115). Greenwich, Connecticut: Information Age Publishing.
Brock, K. L. (2001). Promoting voluntary action and civic society through the state. Isuma: Canadian Journal of Policy Research, 2(2), 53–61.
Cambell, E. D. (2000). Social capital and service-learning. Political Science and Politics, 23(3), 641–646.
Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164–181.
Chan, S. C., Ngai, G., & Kwan, K. (2017). Mandatory service learning at university: Do less-inclined students learn from it? Active Learning in Higher Education, 1–14. https://doi.org/10.1177/1469787417742019.
Charmaz, K. (2014). Constructing grouded theory. Los Angeles: SAGE.
Conway, J. M., Amel, E. L., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36(4), 233–245.
Corbin, J., & Strass, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: SAGE.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinationn in human behavior. New York: Plenum Press.
Eyler, J., & Giles, D. E. (1999). Where’s the learning in service-learning?. San Francisco, CA: Jossey-Bass.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine.
Lambright, K. T., & Lu, Y. (2009). What impacts the learning in service learning? An examination of project structure and student characteristics. The Journal of Public Affairs Education, 15(4), 425–444. Retrieved from https://ssrn.com/abstract=2167980.
Marks, H. M., & Jones, S. R. (2004). Community service in the transitions: Shifts and continuities in participation from high school to college. Journal of Higher Education, 75(3), 307–339.
National Service-learning Cooperative. (1999). Essential elements of service-learning. St. Paul, MN: National Youth Leadership Council.
Ngai, G., Chan, S. C., Wong, W., & Kwan, K. (2016). A multivariate study of factors influencing students’ learning outcomes from service-learning. New Orleans, LA: International Association for Research on Service-learning & Community Engagement.
Novak, J. M., Markey, V., & Allen, M. (2007). Evaluating cognitive outcomes of service learning in higher education: A meta-analysis. Communication Research Reports, 24(2), 149–157.
Simons, L., & Cleary, B. (2006). The influence of service learning on students’ personal and social development. College Teaching, 54(4), 307–319.
Stukas, A. A., Snyder, N., & Clary, E. G. (1999). The effects of “mandatory volunteerism” on intentions to volunteer. Psychological Science, 10(1), 59–64.
Vogelgesang, L. J., & Astin, A. W. (2000). Comparing the effects of community service and service-learning. Michigan Journal of Community Service Learning, 7(1), 25–34.
Warren, J. L. (2012). Does service-learning increase student learning? A meta-analysis. Michigan Journal of Community Service Learning, 18(2), 56–61.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Ngai, G., Lam, C.H.Y., Kwan, Kp., Chan, S.C.F. (2019). Instituting a Service-Learning Requirement in Higher Education: Evaluation and Lessons Learned. In: T. L. Shek, D., Ngai, G., C. F. Chan, S. (eds) Service-Learning for Youth Leadership. Quality of Life in Asia, vol 12. Springer, Singapore. https://doi.org/10.1007/978-981-13-0448-4_19
Download citation
DOI: https://doi.org/10.1007/978-981-13-0448-4_19
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0447-7
Online ISBN: 978-981-13-0448-4
eBook Packages: Social SciencesSocial Sciences (R0)