A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences

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dc.contributor.advisorHorn, Catherine L.
dc.contributor.committeeMemberOlenchak, F. Richard
dc.contributor.committeeMemberSchilt, Alexander Frank
dc.contributor.committeeMemberTaylor, Matthew J.
dc.creatorGriswold, Ryan MacLelland 1973-
dc.date.accessioned2016-02-14T06:26:34Z
dc.date.available2016-02-14T06:26:34Z
dc.date.createdAugust 2013
dc.date.issued2013-08
dc.date.updated2016-02-14T06:26:35Z
dc.description.abstractThis study focused on the outcomes achieved by students participating in a co-curricular service-learning experience, specifically alternative spring break trips. Both curricular and co-curricular service learning are part of a larger field of experiential learning, which has been found to have positive influences on student learning and development. While learning outcomes for curricular service learning have been identified in numerous empirical studies, a literature review identifies a gap in research related to learning outcomes from co-curricular service learning programs. The goal of this study was to examine the outcomes achieved by participants using the Alternative Break Participant Survey (ABPS). This instrument examines three constructs relevant to the learning achieved through participation in co-curricular service-learning experiences: faith, knowledge, and commitment. Guiding this inquiry were the following research questions: 1. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the pre-trip education component of the experience? 2. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the trip-based service, education, and reflection components of the experience? 3. What influence do gender, semester standing, prior program involvement, and past level of service involvement have on the learning outcomes related to faith, knowledge, and commitment achieved by alternative spring break program participants through the entire experience (both pre-trip education and trip-based service, education, and reflection components)? 4. What, if any, additional learning outcomes not currently measured by the ABPS may be achieved by alternative spring break program participants? This study utilized archival data collected part of an institutional program evaluation process. Data were collected both through on-line surveys with a sample of undergraduate students who had applied to participate in an alternative break program (N = 116) and through a series of three focus group interviews (N = 5, 6, and 5). Multivariate analyses of variance (MANOVA) were utilized to answer each of the first three research questions. Qualitative data from focus group interviews were examined through the use of NVivo in order to answer the fourth research question and provide additional support for questions one through three. Significant findings in the MANOVA tests for the pre-trip component of the program suggested that students’ faith development is influenced by their past involvement in similar programs (F (3, 28) = 3.56; Pillai's Trace = .28), as well as by interactions between gender and prior level of service involvement (F (6, 58) = 2.46; Pillai's Trace = .41) and past involvement in similar programs and prior level of service involvement (F (6, 58) = 3.09; Pillai's Trace = .49). Additional significant MANOVA findings from the trip component of the program (F (3, 24) = 4.02; Pillai's Trace = .33) indicate students experience outcomes associated with their commitment to take action and knowledge. These outcomes are influenced by a combination of gender and past involvement in similar programs. With respect to outcomes from the entire program, survey results indicated that none of the independent variables influenced outcomes associated with ABPS constructs. The focus group interviews supported these findings for faith development, but made a strong case for changes in students’ commitment to take action and understanding and application of community-based knowledge. Finally, the data affirmed that there are additional constructs beyond those measured by the ABPS that impact student learning and development, particularly as experiences related to students’ understanding of communities and social issues.
dc.description.departmentEducational Psychology, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1183
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectCo-curricular
dc.subjectService learning
dc.subjectService learning
dc.subjectAlternative breaks
dc.subjectFaith
dc.subjectCommitment
dc.subjectAcademic learning
dc.subjectDevelopment
dc.subjectOutcomes
dc.titleA Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Psychology, Department of
thesis.degree.disciplineEducational Psychology and Individual Differences
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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