Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes
Year: 2009
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: Service learning places teaching and learning in a social context, facilitating socially responsive knowledge. The purposes of this meta-analysis were to summarize evidence on (a) extent and types of change in participants in service learning programs, (b) specific program elements (moderators) that affect the amount of change in participants, and (c) generalizability of results across educational levels and curricular versus noncurricular service. We included 103 samples and found positive changes for all types of outcomes. Changes were moderate for academic outcomes, small for personal outcomes and citizenship outcomes, and in between for social outcomes. Programs with structured reflection showed larger changes and effects generalized across educational levels. We call for psychologists to increase their use of service learning, and we discuss resources for doing so.
Source: Teaching of Psychology
Institution: Central Connecticut State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2085376783