Service-Learning Improves College Performance
Renee L. Michael, Rockhurst University, MO
This article summarizes a small-scale project in which academic outcomes
were examined for a service-learning course. 118 college students enrolled
in an introductory Developmental Psychology course participated in this study.
Some students (n=60) were in service-learning sections of the course, and
others (n=58) were in the same course without a service-learning project.
A statistically significant (p<.05) difference between the two grouping was
found on the relevant exam problems on both the midterm and final exam. The
results show that service-learning can have a positive impact on academic
outcomes, especially when the methods used to assess those outcomes are
directly relevant to the service project.
Academic Exchange Quarterly Spring 2005 Volume 9, Issue 1