What Works in Service-Learning? Achieving Civic Outcomes, Academic Connection, Career Preparation, and Personal Growth in Students at Ngee Ann Polytechnic

Abstract

Service-learning (S-L) was adopted as a signature pedagogy in Ngee Ann Polytechnic in 2016. The present study investigated students' civic and academic learning, personal growth, and career preparation in S-L at the School of Humanities & Social Sciences, using mixed methods. The scales and subscales used in this study had acceptable internal consistency (Cronbach's alpha ranged from .71 to .93). Results showed that students perceived significant improvement to their civic outcomes when they participated in S-L compared to when they did not (n = 351), strong academic connection and career preparation development through the S-L experience (n = 832), and growth in interpersonal and personal development. Significant relationships were found between the student outcomes and S-L design and delivery features, such as perceived impact of S-L, preparedness for S-L, quality of reflection prompts, and amount of interaction with community. Frequency of reflection activities was significantly related to academic connection and career preparation but not civic outcomes. The findings suggest that student outcomes can be optimized through improvements in S-L course design and hold implications for faculty training and development.