Service Learning Research Abstracts
Found at: learningindeed.org/research/slresearch/abstracts.html
Morgan, W., & Streb, M. (March, 2001). Building citizenship: How student voice in
service-learning develops civic values. Social Science Quarterly, 82(1), 155-169.
Abstract:
Examines the impact of service-learning programs on students' self-concept, political
engagement, and tolerance towards groups with whom they do not normally interact, for
example, the elderly and disabled. Discusses whether service-learning projects are more
effective when students have a voice in the design and implementation of the projects.
Method:
Pre- and post-test surveys were given to more than 200 high school students, across grade
levels, who participated in service-learning projects in ten different schools. The study
was conducted during the 1997-1998 school year by the Indiana Department of
Education. Students were asked to respond to questions using a 5-point Likert scale,
ranging from 1, disagree strongly, to 5, agree strongly. Huber regression was used to
assess the impact of student voice in the service-learning project on six dependent
variables related to self-concept, political engagement, and tolerance. These variables
were: efficacy, personal competence, political assertiveness, social action, attitudes
toward the elderly, and attitudes toward the disabled.
Findings Related to Civic Engagement:
Student voice in service-learning projects is positively correlated with improved selfconcept, political engagement, and tolerance. On each of the six dependent variables, the
results were statistically significant at the .01 level. Student's efficacy increased .34
points on the 5-point Likert scale for each one-unit increase in the level of student voice,
and personal competence increased by almost .50 points. As the level of student voice in
the service-learning project increased one point, political attentiveness increased by an
average of .37 points and the desire to become more politically active increased by .39
points. Tolerance measures were also notable. As student voice increased, they were
more likely to agree that they could learn from and work with the elderly as well as
believe those with disabilities can hold jobs (coefficients equal to .17 and .25,
respectively).
As this study showed, service-learning projects are more effective when students have
responsibility for and decision making power in the design and implementation of the
projects. As the level of student empowerment, or "voice," increases, so does students'
political engagement, desire to be more socially active, and respect for those who are
different from them. Overall, the study demonstrated that service-learning projects with
student leadership can help make students better citizens.
Authors suggest that additional research is needed on the causal relationship between
service-learning and attitudes in youth. For example, why does student political
engagement increase as a result of involvement in service-learning projects?
Morgan, W. & Streb, M. (undated). First do no harm: Student ownership and
service-learning. IN: Indiana University, Center for Participation and Citizenship.
Abstract:
Presents a study "to evaluate the effectiveness of service-learning as a pedagogical tool in
improving students' academic performance as well as making them better citizens"
Method:
The sample included 220 high school students from 19 different classrooms in 10
schools. The study was conducted during the 1997-98 school year in five states (Indiana,
Illinois, Wisconsin, Massachusetts, and Kentucky). Surveys were administered to
students before and after completing their service project.
Findings Related to Civic Engagement:
The impact of service-learning on seven civic education variables (political attentiveness,
social action, social networks, hours participating in out-of-school activities, attitudes
toward the elderly, attitudes toward the disabled, and efficacy) was explored. The overall
differences between pre- and post-test survey responses were very small. Student voice
(i.e., the degree to which students: had real responsibilities, had challenging tasks; helped
plan the project; and, made important decisions) was a significant and positive predictor
of both academic and civic education outcomes.
Westheimer, J., & Kahne, J. (2000). Report to the Surdna Board.--D.V.I. New York:
Surdna Foundation.
Abstract:
Presents data from the evaluation of the Surdna Foundation's Democratic Values
Initiative (DVI). DVI was designed to support programs aiming to promote democratic
values and citizenship for children, youth, and college students. DVI ran from Summer
1997 to Summer 1999, hosting three annual August retreats involving two to three
representatives from each participating organization.
Methods:
Evaluators visited each of 10 sites twice (once each academic year) and conducted
interviews and observations. Pre/post surveys were also administered at the beginning
and end of each program cycle (which varied by organization; most organizations
completed two cycles of pre-post surveys).
Findings Related to Civic Engagement:
Students' sense of efficacy was positively related to commitment to civic involvement
Establishment of supportive communities appears to support and sustain civic
involvement
Exposure to role models, including non-famous ones, was beneficial
Opportunities for critical social analysis (e.g., understanding historical and contemporary
efforts at social change) led to new understandings and insights and motivated students
Programs where students augment their sense of knowledge were also those where
students' sense of agency and civic commitments grew the most
Relationships between students and their constituents were not always deep, but often
succeeding in addressing notions of the 'other,' often referred to in service learning
discourse
Several programs assumed that teaching in a democratic way supports education about
the democratic process; democratic teaching strategies had both positive and negative
effects
Although results varied by site, pre- and post-test surveys indicated a range of positive
effects and far fewer negative effects
K-12 Service-Learning: Personal/Social Development Research References
Andersen, S. (September, 1998). Service learning: A national strategy for youth
development. The Communication Network.
Abstract:
Policy recommendations and rationale regarding service learning are made. Examples of
service learning are given and an extensive discussion of the literature on the impact of
service learning is included. The issue of whether or not service learning should be
mandatory is also included. Finally, a national campaign to promote service learning is
offered.
Method:
A review article.
Findings Related to Personal/Social Development:
Service learning facilitates character education (Institute for global ethics, 1996; see also
Berman, et al., 1997; Boston, 1998) as well as civic education (Boston, 1997; Clark 1993;
Brandell & Hinck, 1997; Youniss & Yates, 1997).
Persuasive research findings have amassed in Service learning from three major, national
studies (Astin & Sax, 1998; Eyler, Giles, & Braxton, 1997; Melchior; see also previous
reviews Alt & Medrich, 1994; Conrad & Hedin, 1982; Scales & Blyth, 1997), which
show, along with other studies, that service-learning is associated with significant pretest/post-test increases in:
Civic engagement
The ethic of service
Civic attitudes
Social connection
Acceptance of diversity
Competence/self-esteem
Protection against risky behavior
Academic achievement
Middle and high school service learning students showed enhanced civic efficacy or
engagement in terms of their self-reports of community service leadership (Melchior,
1997).
9th graders with behavioral problems who chose to continue to participate in service
learning after an initial 10 week experience showed significant decreases in their selfreports of social alienation (Calabrese & Schumer, 1986).
Johnson, A. M. & Notah, D. J. (1999). Service learning: History, literature, and a
pilot study of eighth graders. The Elementary School Journal, 99(5), 453-467.
Abstract:
This article describes the results of a pilot study conducted with 156 primarily Hispanic
middle school students that investigates the effects of a service learning curriculum that
was a part of both advisory and science classes. The study focused on the effect of
service on self-esteem and personal responsibility. Qualitative data were collected using
both the Coopersmith Self-Esteem Inventory and the Junior Index of Motivation Scale.
For both instruments, student growth was observed. However, these gains were not
statistically significant. Qualitative data (student reflective journals, a narrative essay,
interviews, field notes, and observations) also showed that the curriculum had a positive
effect on students' self esteem and responsibility. A review of the widely cited service
learning literature and discussion of the status of recent litigation involving the
performance of mandatory community service is included.
Method:
156 eighth graders were randomly assigned to either an advisory or science class.
Students were required to complete a service project of their choice, working either alone
or in small groups, during a 9-week period. Pretest and Posttest data on self-esteem and
responsibility using the Coopersmith Self-Esteem Inventory and the Junior Index of
Motivation Scale. Other data collected included daily reflective journals, a concluding
narrative essay, student interviews, and field notes with student observations.
Additionally, 17 students were randomly selected from the two classes for interviews.
Findings Related to Personal/Social Development:
Although the observed differences between the means on the two scales were in the
hypothesized direction, none reached statistical significance.
Qualitative data support the authors' conclusion that students did indeed "grow" in selfesteem and responsibility.
Scales, P. C., Blyth, D. A., Berkas, T. H., & Kielsmeier, J. C. (2000). The effects of
service-learning on middle school students' social responsibility and academic
success. Journal of Early Adolescence, 20, 332-358.
Abstract:
The effects of service-learning on social responsibility and academic success were
investigated among a large, racially and socioeconomically diverse sample of students in
grades 6 through 8 in three middle schools. Over the school year, service-learning
students maintained their concern for others' social welfare, whereas control students
declined on those concerns. Service-learning students, especially girls, also declined
significantly less than did controls in their frequency of talking with parents about school.
Compared with other students, students with substantial hours of service-learning, a lot of
reflection, and a high degree of motivation attributed to service-learning, significantly
increased their belief in the efficacy of their helping behaviors, maintained their pursuit
of better grades and their perception that school provided personal development
opportunities, and decreased less in their commitment to classwork. The results indicate
that service-learning can positively affect students' social responsibility and academic
success.
Method:
29 middle schools with "quality service-learning programs" were identified. Quality of
the service-learning program was determined using a screening checklist. Students at
these schools were randomly assigned to teams. Because of the random assignment,
teams were balanced in terms of gender, ethnicity, and academic performance. The
schools decided which teams would be service-learning teams and which teams would be
control teams. This assignment was not random. Some self-selection occurred (e.g.,
"Some teams were more comfortable forgoing service-learning, and in most cases they
became the control teams." p.340).
1153 6th-8th grade students participated in the study. Approximately half of these
students participated in service-learning. A survey that included measures of social
responsibility, personal development opportunities, parent involvement in school,
commitment to classwork, engagement with school, perceived scholastic competence,
intellectual achievement responsibility, evaluation and mastery goals, academic success,
and conduct was administered at the beginning and end of the school year.
Findings Related to Personal/Social Development:
Controlling for pretest differences, students who participated in service-learning showed
greater concern for others' welfare on the posttest than control students who had never
participated in service-learning. The service-learning students maintained their level of
concern for others' welfare over the course of the school year, while control students
declined over time.
Students who did more than 31 hours of service-learning had significantly higher posttest
scores on their perceived efficacy in helping others than all other students.
Service-learning students who did a lot of reflection were more likely than all other
students, except service-learning students with less reflection, to perceive their schools as
places that offered personal development opportunities.
Service-learning students who agreed that participation in service-learning had made
them more interested in their other classes (26% of the sample) scored higher than all
students, except service-learning students with less motivation, on their concern for
others' welfare and their perceived efficacy in helping others.
Santmire, T., Giraud, G. & Grosskopf, K. (April 1999) Furthering attainment of
academic standards through service learning. Presented at the National Service
Learning Conference, San Jose, CA.
Abstract:
This paper examines a pilot service-learning program in a middle school in a small
Midwestern city. Results show service-learning addresses motivational and shared
commitment aspects of positive educational environments and knowledge acquisition.
Method:
A core group of teachers designed and planned several service-learning projects over the
summer months. 7th grade students were randomly assigned to an experimental group or
control group. The experimental group (n=117) took part in service learning projects two
periods each day for the academic year, and had their traditional "core" subjects reduced
by ten minutes of instructional time a day. Those core teachers continued their
involvement with the experimental group. Standardized test scores (MAT - Metropolitan
Achievement Test) were gathered for all students at the end of their 6th grade year and
after their 7th grade year.
Findings Related to Academic Achievement:
Students from the experimental group showed significantly higher gains than the control
group after repeated measures of ANOVA (F=5.63, p>.02)
Gains on the math portions contributed to most of the overall gain.
A post hoc analysis of the MAT results of the experimental group showed no difference
in gains by quartile (students in the highest quartile gained just as much as the students
from the lowest quartile after service learning participation).
Scales, P., Blyth, D., Berkas, T & Kielsmeier, J. (2000, August). The effects of
service learning on middle school students' social responsibility and academic
success. Journal of Early Adolescence, 20 (3), pp 331-358.
Abstract:
The effect of service-learning on social responsibility and academic success were
investigated among a large, racially and socio-economically diverse sample of students in
grades 6 through 8 in three middle schools. The results indicate that service learning can
positively affect students' social responsibility and academic success.
Method:
Schools with quality service-learning programs, large proportions of students engaged in
service-learning and an adequate control group, were identified. Sample included 1,153
students in 6th-8th grade from three schools, located in Massachusetts, Missouri and
Kentucky. Approximately half of the sample served as control, not taking part in service
learning. Various scales and subscales were used to test social responsibility, personal
development opportunities, parent involvement, commitment to classwork, engagement
in school, perceived scholastic competence, intellectual achievement responsibility, and
evaluation and mastery goals. Academic success was measured by GPA and students'
conduct was scored. All measures were given at the beginning (pretest) and the end
(posttest) of the school year and administered by trained teachers.
Findings Related to Academic Achievement:
Service-learning students, especially girls, declined significantly less than did controls in
their frequency of talking with parents about school.
Compared with other students, students with substantial hours of service learning, a lot of
reflection, and a high degree of motivation attributed to service-learning:
significantly increased their belief in efficacy of their helping behaviors
maintained their pursuit of better grades
maintained their perception that school provided personal development opportunities
decreased less in their commitment to class.
Toole, James (April 2000) Implementing service-learning in K-8 schools:
Challenging the learning grammar and the organizational grammar of 'Real
School'. Presented at the American Educational Research Association annual
meeting, New Orleans, LA.
Abstract:
This paper summarizes a study of 2 schools that were implementing service learning. The
author concludes that it is important to make mental models of teaching and learning
explicit in order for educators to understand what (and how) changes should occur and to
appreciate the value that service-learning can bring.
Method:
The study utilized interviews, focus groups, surveys, and observations during 4 site visits
over 3 years. Using a change frame analysis, the author examined structural/organization
variables and teacher beliefs to explore differences between schools that implemented
service-learning to different degrees.
Findings Related to Academic Achievement:
Analysis showed service-learning demands structural accommodations such as larger
time blocks for activities and field-based learning. Service-learning also appears to
require sets of related beliefs about teaching and learning, including the belief that
learning is constructed, self-regulated, contextual, and social.
Teachers who utilize service-learning approaches use more cooperative group work,
more student self-assessment, more access to the Internet, more projects that require data
collection, and more work in the community than teachers who use traditional
pedagogies.
Service-learning teachers also scored higher on ratings of self-efficacy.
School structure affected teachers' abilities to operationalize their belief systems. The
way the schools organized the "work life" of teachers explained much of the difference
that was found.
Schools with service-learning are more likely to display particular structural
characteristics such as joint faculty meetings and planning time, team teaching, and block
scheduling.
Teachers who implement service-learning approaches are more likely to hold a set of
interrelated beliefs including learning is constructed, self-regulated, contextual, and
social.