Service-Learning and the Connection to Engagement, Self-Efficacy, and Motivation
Are service-learning projects worth the work? Are students more engaged, motivated, and confident with the course material? Attend this session for more information!
Presented by:
Bryn Hammack-Brown, Tarleton State University
Abstract:
Service-learning (SL) is a pedagogical strategy where students engage in community or related service to enhance their understanding of course concepts. Research exists regarding positive effects of SL on higher order thinking, empathy, personal/interpersonal development, motivation, and self-efficacy. The connection between SL and its influence on student engagement, motivation, and self-efficacy has been explored; although, study designs with control and experiment groups are not common. Also, in the aftermath of the pandemic educators are attempting to re-engage students in the classroom and remind them of the importance of SL projects. This study examines these outcomes with two groups.
Keywords:
Service-learning, engagement, self-efficacy
Learning Outcomes:
1. Identify positive effects of incorporating service-learning projects into their curriculum
2. Recall student reflections on what a service-learning project meant to them
3. Discuss how student engagement, self-efficacy, and motivation were affected by a service-learning project in a business course
Service-Learning and the Connection to Engagement, Self-Efficacy, and Motivation
Hear it from the author:
Transcript:
Hello, I’m Dr. Bryn Brown! I am an Assistant Professor in the Dr. Sam Pack College of Business, Department of Management, at Tarleton State University.
The title of my poster is Service-Learning and the Connection to Engagement, Self-Efficacy, and Motivation.
I conducted a service-learning project for the first time in one of my face-to-face courses. The course was a HRM class taught in a hybrid format. I also taught the same course, just at a different campus and in the traditional face-to-face format of T/R every week. So, I decided to use the traditional in-person class as my control group and the hybrid class as my experiment group.
I wanted to know if this project increased student engagement, self-efficacy, and motivation, and what effect this might have on the overall course grade.
At this point, I’ve analyzed the qualitative responses from the experiment group’s service-learning project reflection, which are the preliminary results presented.
I still have more quantitative data to analyze with pre and post tests and survey results. But these preliminary results are promising! Students who completed the service-learning project indicated they had more confidence in performing the skills and applying the knowledge learned from the project. They also said that working with a community partner increased their motivation and satisfaction. The students in the experiment group were engaged and motivated during the execution of the project.
Thank you for listening to my brief overview of this study!
References
Allen, J. A., Foster, K., & Prange, K. (2021). All service-learning experiences are NOT created equal! Effects of service-learning quality on self-efficacy and engagement. Journal of Higher Education Outreach and Engagement, 25(4), 41-58. https://openjournals.libs.uga.edu/jheoe/article/view/1543
Azila-Bgettor, E. M., Mensah, C., Abiemo, M. K., & Bokor, M. (2021). Predicting student engagement from self-efficacy and autonomous motivation: A cross-sectional study. Cogent Education, 8(1), 1942638. https://doi.org.10.1080/2331186X.2021.1942638
Warren, J. L. (2012). Does service-learning increase student learning? A meta-analysis. Michigan Journal of Community Service Learning, 18(2), 56-61. http://hdl.handle.net/2027/spo.3239521.0018.205
Wei, Y., Wang, J., Yang, H. H., Wang, X., & Cheng, J. (2019). An investigation of academic self-efficacy, intrinsic motivation and connected classroom climate on college students’ engagement in blended learning. International Symposium on Educational Technology (ISET), 160-164. https://doi.org.10.1109/ISET.2019.00041