Student and Community Perceptions of the “Value Added” for Service-Learners

Abstract

An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) × 3 (placement activity) MANOVA indicates that community recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the “value added” from participating in service-learning leads to students' interpersonal and personal development.