A Tipping Point Analysis of Service-Learning Hours and Student Outcomes

Autor/inn/en	Garger, John; Vracheva, Veselina P.; Jacques, Paul
Titel	A Tipping Point Analysis of Service-Learning Hours and Student Outcomes
Quelle	In: Education & Training, 62 (2020) 4, S.413-425 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-09-2019-0210
Schlagwörter	Service Learning; Student Satisfaction; Relevance (Education); Community Involvement; Time on Task; Outcomes of Education; Program Length; Public Colleges; College Students; Course Content; School Community Relationship; Social Responsibility + Suchen Sie Ihr Suchwort? Service-Learning; Relevance; Relevanz; Zeitaufwand; Lernleistung; Schulerfolg; Collegestudent; Kursprogramm; Soziale Verantwortung
Abstract	Purpose: Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes -- student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement. Design/methodology/approach: Applying activation theory and Yerkes-Dodson law, we test curvilinear relationships between service-learning hours and student outcomes. Findings: Results suggest that students benefit from service learning up to a certain duration of a service-learning project. Originality/value: This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01