Academic performance of university students participating in a Service-Learning program

Abstract

Service-Learning is a methodology that has shown benefits in university students’ learning and personal development. However, it is barely studied how it affects to students’ academic performance. Thus, the aims of this research are: (1) to assess academic performance of students who participate in a university Service-Learning program compared to students who do not choose to participate; (2) to analyze the differences between subjects, courses and academic years among students who participate in the Service-Learning program. In this research, 314 students (100 in Service-Learning) enrolled in the Degree in Physical Activity and Sport Sciences or the Degree in Primary Education (Mention in Physical Education) participated. Students’ final grades were collected, as well as the grades obtained in the Service-Learning task and in the alternative task proposed for the non-participating students, calculating the percentage that it assumed on the score assigned to that task in each subject. The results show that there are statistically significant differences in the academic performance variables studied between students participating in Service-Learning and those who do not participate, being those who develop the Service-Learning project the ones who obtain better grades. In addition, among those who participated in Service-Learning there are statistically significant differences in the academic performance variables studied according to the subject, in the final average grade of the subject depending on the course and in the average value of the percentage obtained on the grade assigned in the Learning-Service/alternative task depending on the academic year in which the projects are carried out.