Measuring Infusion of Service-Learning on Student Program Development and Implementation Competencies

Abstract

This study piloted a service-learning assessment suite to measure students’ perceived self-efficacy on program development and implementation competencies (Service-Learning Self-Efficacy on Program Development and Implementation [SL-SEPDI]), Service-Learning Belief Inventory (SLBI), and an Overall Service-Learning Self-Efficacy on Program Development and Implementation (OVSL-SEPDI) scales. MPH students in a required course participated in the study during 2011-2015 (N = 87). Baseline survey was used to assess the reliabilities of the 12-item SL-SEPDI and the nine-item SLBI scales, and posttest survey assessed the 10-item OVSL-SEPDI scale. Confirmatory factor analysis showed good model fit index and all items loaded significantly on both the SL-SEPDI (χ²/df = 1.34; root mean square error of approximation [RMSEA] = .067; Tucker–Lewis index [TLI] = .92; comparative fit index [CFI] = .94; incremental fit index [IFI] = .94; goodness-of-fit index [GFI] = .86) and SLBI (χ²/df = 1.28; RMSEA = .061; TLI = .97; CFI = .98; IFI = .98; GFI = .91) scales. Data also showed satisfactory reliability scores, with Cronbach’s alphas of .87, .88, and .91 for the SL-SEPDI, SLBI, and OVSL-SEPDI scales. This study provides data supporting the validities and reliabilities of this service-learning measurement suite, and has implications to assess student self-efficacy outcomes.

Keywords

service-learning program development competencies higher education self-efficacy measures validation

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