Validation of S-LOMS and Comparison Between Hong Kong and Singapore of Student Developmental Outcomes After Service-Learning Experience

Lau, Ka Hing

doi:10.3998/mjcsloa.3239521.0027.204

Cited by 4 publications

(2 citation statements)

References 35 publications

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“…Then, the psychometric properties, including underlying dimensionality and internal consistency, were tested via EFA and CFA with a sample of 400 university students from four Hong Kong institutions ( Snell and Lau, 2020 ), reporting a strong internal consistency with a Cronbach’s α value of 0.96. Then, the scale was validated again with another group of students, this time from Singapore ( Lau and Snell, 2021 ). To ensure the construct validity could be maintained, an EFA was conducted for both pre-experience and post-experience data, and the results confirmed a single-factor model with factor loadings over 0.82.…”

Section: Methodsmentioning

confidence: 99%

How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

Ngai

Chan

et al. 2022

Front. Psychol.

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Guided by the expectancy-value theory of motivation in learning, we explored the causal relationship between students’ learning experiences, motivation, and cognitive learning outcome in academic service-learning. Based on a sample of 2,056 college students from a university in Hong Kong, the findings affirm that learning experiences and motivation are key factors determining cognitive learning outcome, affording a better understanding of student learning behavior and the impact in service-learning. This research provides an insight into the impact of motivation and learning experiences on students’ cognitive learning outcome while engaging in academic service-learning. This not only can discover the intermediate factors of the learning process but also provides insights to educators on how to enhance their teaching pedagogy.

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Section: Methodsmentioning

confidence: 99%

How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

Ngai

Chan

et al. 2022

Front. Psychol.

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“…Students self-assess their competencies before and after the learning experience with items on a 10-point Likert scale (1: strongly disagree; 10: strongly agree). The instrument and has been rigorously validated in the local context, achieving satisfactory criterion validity, test-retest reliability and internal consistency (Lau & Snell, 2020, 2021). The current study uses four learning domains: knowledge application (four items) and problem-solving skills (four items), which address students’ intellectual learning, and empathy and caring for others (three items) and sense of social responsibility (three items), which capture students’ civic learning.…”

Section: Research Framework and Questionsmentioning

confidence: 99%

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic

Ngai

Lau

Kwan

2023

Journal of Experiential Education

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Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more effective than, traditional service-learning, there are few large-scale comparative studies that support this claim. Purpose: Our study fills the research gap via a large-scale study into student e-service-learning experiences and outcomes during COVID-19. Methodology/Approach: The study examines learning outcomes of students taking e-service-learning subjects during the early stage of the pandemic, i.e., the 2020/21 academic year, in a Hong Kong university, and compares their learning experiences and gains with a similar group of students who studied the same subjects from 2014/15 to 2018/19. Findings/Conclusions: Results indicate that while e-service-learning is effective in enhancing students’ cognitive and civic learning, it is less effective than traditional service-learning in facilitating civic learning outcomes. Implications: Investigating students’ learning experiences suggests that the quality of reflection and interaction with the community, which are critical learning experience components, may have been impacted by online communication. These factors may have played a key role in influencing the effectiveness of e-service-learning compared to traditional service-learning.

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Impact of Academic Service-Learning on Students: an Evaluation Study of a University-Level Initiative in China

Hong,

Chen,

Zhang

et al. 2024

Applied Research Quality Life

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Validation of S-LOMS and Comparison Between Hong Kong and Singapore of Student Developmental Outcomes After Service-Learning Experience

Cited by 4 publications

References 35 publications

How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic

Impact of Academic Service-Learning on Students: an Evaluation Study of a University-Level Initiative in China

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