Exploring The Relation of Service-Learning Courses and Retention Rates at The University of Maine
Year: 2015
Type: article
Study design: Observational Study
Abstract: This thesis examines the relationship between service-learning and retention ratesat the University of Maine. The thesis focuses on demographic factors that influenceretention rates. These factors include gender, institutional connection, debt, college ofstudy, and academic performance. The sample subjects were undergraduate studentsenrolled at the University of Maine. Students who were enrolled in known servicelearning courses were specifically targeted, as well as the general population, so that the two groups could be compared. The study found that there was a strong correlation between service-learning and community service with a student’s affective commitment. In other words, most students who had done community service or service-learning would have statistically scored higher on the Meyer school commitment scale. When tying in commitment to retention rates, results also indicate that a high affective commitment was directly correlated with a high likelihood to graduate from the University of Maine.
Author: Jared Duggan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1200187409