Meta-analysis of the impact of service learning on students from statistical perception

摘要

Service-learning (SL) has turn out to be a standard teaching technique universally from basic schools to universities. Regardless of the augmented existence of SL in the teaching world, it is still uncertain what student results are related with SL programs and what features are connected to added operative programs. A meta-analysis of 62 studies comprising 11,980 apprentices showed that, equated to controls, students contributing in SL programs revealed noteworthy improvements in five result parts: approaches to self, approaches to school and learning, community commitment, societal abilities, and educational presentation. Averaged effects varied from 0.29 to 0.47. Additionally, as anticipated, there was experimental support for the situation that following certain suggested practices such as connecting to curriculum, opinion, public participation, and replication was related with improved results. Present data should be rewarding for teachers who integrate SL into their syllabus, and must inspire more SL research to comprehend how students take advantage and what circumstances foster their development and improvement.