Cognitive and Affective Outcomes of Short-Term Service-Learning Experiences: An Exploratory Study

Citation data:

International Journal for the Scholarship of Teaching and Learning, ISSN: 1931-4744, Vol: 7, Issue: 2, Page: 15

Publication Year:
2013
Usage 905
Downloads 700
Abstract Views 172
Full Text Views 30
Link-outs 3
Captures 2
Exports-Saves 2
Repository URL:
https://digitalcommons.georgiasouthern.edu/ij-sotl/vol7/iss2/15
DOI:
10.20429/ijsotl.2013.070215
Author(s):
Davis, Darrel R.
Publisher(s):
Georgia Southern University
Tags:
Service-learning; Cognitive outcomes; Affective outcomes; Written reflection
article description
This study examined the performance differences in cognitive and affective outcomes between students who completed a short-term service-learning experience and students who watched a video exemplar of the task. Performance measures were obtained via a written reflection paper that contained both cognitive and affective components. Results revealed no significant differences on cognitive outcomes and significant differences on affective outcomes. The results were consistent when academic level and overall course performance were controlled. Implications and future research directions are discussed.