Service-Learning's Impact on Developmental Reading/Writing and Student Life Skills Courses

Service-Learning for Remedial Reading and Writing Students

“…These, according to Tinto (1995), are essential predictors of student persistence. Moreover, these results support the findings of Prentice (2009).…”

“…Furthermore, service learning has resulted in improved academic outcomes in critical thinking, grade point averages (GPAs), and writing skills (Astin, Vogelgesang, Ikeda, & Yee, 2000, p. 17;Markus, Howard, & King, 1993). Prentice (2009) also reported a higher rate of retention among remedial reading and writing students who participated in service-learning activities.…”

Tasmania

“…In contrast, mixed findings were found by Prentice (2009), who compared student outcomes in eight sections of a developmental reading and writing and student life skills course that contained a service learning component with outcomes in eight comparable courses that did not contain a service learning component. Findings indicated that students enrolled in the courses that utilized service learning were less likely to earn a satisfactory grade than students enrolled in non-service learning sections.…”

“…Courses that utilized service learning covered a wide range of content areas, with health sciences, communications, English, sociology, and psychology courses being the most frequently used. The service learning experience was also examined within the context of several specific student populations such as English language learners and developmental students (i.e., Elwell & Bean, 2001;Prentice, 2009). It is also noteworthy that service learning was operationalized or measured in different ways across the reviewed studies (e.g., 20-hour extracurricular experience, working with an aging population).…”

“…A growing body of research demonstrates the relationship between participation in service learning and engagement in student learning. Engagement in learning improves academic outcomes (e.g., Berson & Younkin, 1998) and leads students to become active citizens (e.g., Prentice, 2009). However, the majority of research to date has been conducted specific to students attending four-year institutions (e.g., Amtmann, Evans, & Powers, 2002;Einfeld & Collins, 2008;Hollis, 2002;Shiarella, McCarthy, & Tucker, 2000).…”