A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning

Abstract

Service-learning is an experience-based approach to education and learning that has a set of diverse learning outcomes. Because of the uniqueness of its pedagogical approach and breadth of potential learning outcomes, management and business scholars have recognized its value. Much theory and supporting research has been generated on the effect of service-learning on college and university students. Through meta-analytic techniques, we found support for the hypotheses that service-learning has a positive effect on understanding of social issues (Est. ␦ ‫؍‬ .34); personal insight (Est. ␦ ‫؍‬ .28); and cognitive development (Est. ␦ ‫؍‬ .52). We also found significant moderating evidence for research design, type of reflection, type of measurement, and the service experience as optional or required. We conclude with a discussion of the theoretical and practical implications of these findings along with suggestions for future research.

Students’ Perceptions of Service-Learning in an Advanced Research Course

“…The finding that using service-learning supported students' development and application of social work research skills aligns with other studies (Anderson, 2000;Harder, 2010;Hyde & Meyer, 2004;Kapp, 2006;Knee, 2002). In a general sense, servicelearning has empirically demonstrated effects on academic learning, including cognitive development, critical thinking, and application of skills (Cronley et al, 2014;Phillips, 2011;Williams et al, 2002;Yorio & Ye, 2012). Eyler and Giles (1999) explained that the observed positive effects of service-learning on cognitive development (including writing and problem-solving skills, critical thinking, and course performance) are a function of three factors: (a) students' increased motivation to address community problems, (b) realworld opportunities to test theories and deepen understanding by directly applying knowledge and skills, and (c) exposure to others who are different.…”

“…The literature also supports the notions that service-learning positively affects students' personal and moral development as well as their sense of personal efficacy (Cronley et al, 2014). Yorio and Ye (2012) referred to this outcome as development of personal insight, which encompasses identity, awareness of one's strengths and weaknesses, professional aspirations, self-efficacy, self-esteem, persistence, and determination. They underscored the importance of reflection and social interactioninherent in service-learning-in the enhancement of personal insight.…”

“…In other words, students expressed awareness of how the service-learning project affected and changed them (Yorio & Ye, 2012).…”

“…Yorio and Ye (2012) proposed that "selfrevealing information, activated through the process of reflection, can become a source of self-development" (p. 12). This, in turn, affects students' self-definition (i.e., "I was able to learn a lot about myself" and "actually sitting down and talking to the men really had an impact on me"), as well as their perception of themselves as leaders with a civic responsibility (i.e., "It made me feel that maybe there was something that I could help with or be a part of").…”

Service-Learning and Graduation: Evidence from Event History Analysis

“…Numerous studies conducted over the last two decades have documented the positive impacts of SL on students' personal development (Bringle, Clayton, & Hatcher, 2013;Celio, Durlak, & Dymnicki, 2011;Eyler & Giles, 1999;Yorio & Ye, 2012), social development (Astin & Sax, 1998 Eyler, Giles, Stenson, & Gray, 2001;Novak, Markey, & Allen, 2007;Warren, 2012;Yorio & Ye).…”