Impacts of service-learning pedagogy in plane and solid geometry and instrumentation in mathematics courses in higher education

• Main Authors: Lapinid, Minie Rose C., Toledano, Lemuel S.
• Format: text
• Published: Animo Repository 2010
• Subjects: Service learning; Mathematics—Study and teaching; Higher Education; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/7811
• Institution: De La Salle University

The study sought to identify impacts of service learning in a Mathematics course in higher education. It determined two important areas of service-learning pedagogy:(l) Student Involvement, and (2) Community Involvement. The study investigated the (a) connection between service experience and course material, (b) outcomes of service learning on students beyond academics, (c) impacts of service learning projects for the community, and (d) roles and participation of community members to service-learning projects. It also determined the limitation of students' service-learning experience. The service learning project was implemented in the undergraduate education course Plane and Solid Geometry (PLASGEO). Data were gathered through a researcher-made questionnaire and modified service-learning survey. 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. Aside from academic learning, the service learning experience paved way for other outcomes such as changes in students' perception, personal development, improved relationship, and acquisition of new knowledge and skills. Findings of the study showed the importance of faculty's role in integrating course concepts and service experience of students. Students shared their personal experience, integrated academic learning, service experience, and evaluated strengths and weaknesses of their service-learning. The service-learning projects were generally perceived by the target community/clientele as beneficial. The community also believed that their main role and participation to service-learning projects is to serve as a learning resource for the students.