Towards a framework for service learning projects in higher education

• Main Author: Toledano, Lemuel Sollano
• Format: text
• Language: English
• Published: Animo Repository 2009
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3773
• Institution: De La Salle University

The study sought to develop a framework for service-learning projects in higher education based on the qualitative data gathered from three undergraduate courses in De La Salle University. Three cases of service-learning projects were covered in the study, namely: TREDTWO course in St. La Salle Preschool, ECEDFAM course in St. La Salle Preschool, and early childhood PRACTICUM course in Sunshine Ville, Gawad Kalinga Community, Las Pinas City. The study covered selected faculty members and students from TREDTWO, ECEDFAM, and PRACTICUM courses. A total of 6 faculty members and 83 college students participated in the study. Teachers (N=2) and parents (N=15) from St. La Salle Preschool and community members (N=5) from Sunshine Ville, Gawad Kalinga were also involved in the study. Data were gathered through a researcher-made survey questionnaire and content analysis of documents. Basically, the study determined two important areas of service-learning: (1) Faculty and Student Involvement, and (2) Community Involvement. The study likewise investigated the (a) connection between service experience and course material, (b) outcomes of service learning on students beyond academics, (c) role of reflection in their service learning experience, (d) impacts of service learning projects for the community, and (e) roles and participation of community members in service-learning projects. The study also determined the limitation of students service-learning experiences. The results of the study showed that college students had a better understanding of concepts discussed in class because of its application to real-life context in the community. Further, aside from academic learning, the service-learning experience of students also paved the way for other outcomes such as changes in perception, personal development, improved vi relationship, and acquisition of new knowledge. Findings of the study also point to the important role of faculty members in strongly integrating course concepts and service experience of students. Moreover, reflection processes play an important role in providing opportunities for students to share personal experience, integrate academic learning and service experience, and evaluate strengths and weaknesses of service-learning experience. The service-learning projects were generally perceived by the community as beneficial. These were instrumental for community members to gain new knowledge and establish a strong partnership with an educational institution that can help in the development of their community. The community also believed that their main role and participation in service-learning projects is to serve as a learning resource for the students. Based on the results of the study, a framework for service-learning projects in higher education was developed. The framework was based on the commonalities across three cases. The results of the study showed that the impacts of service learning on college students and community members can be brought about by the following factors: (a) strong curriculum service experience articulation, (b) school-community partnership, (c) presence of reflection process, and (d) stakeholders commitment. On the other hand, barriers to successful service learning experience include (a) insufficient service hours, (b) lack of experience among students on service-learning pedagogy, and (c) weak curriculum integration between service and theoretical concepts discussed in class. It is recommended that studies on developing service-learning projects for urban and rural poor communities be further conducted. In addition, student and teacher trainings on service-learning process should be carried out to institutionalize service learning in Philippine vii Higher Education. Evaluation studies of other service-learning projects can also be initiated using the framework that resulted from the present research.