Service-Learning as Pedagogy for Transformation of Students’ Learning

Abstract

Service-Learning is a powerful pedagogy to transform students learning confidence and determination to make good use of their knowledge through empowered services experience in authentic situations with real clients. Teachers use this pedagogy to help students explore an aspect of social issues and take action to relieve the situation through partnership with agencies outside the University. The current study hit new insights about students learning evaluation that was made possible because of inputs from the collaborating Service-Learning partners. The triangulations of quantitative and qualitative methods contribute effectively in evaluating the students’ learning in social service. Service-Learning results in elevated self-evaluation and confidence in all generic skills and attitude changes measured through continual formative assessments though it does not promise immediate conquer over the control group in summative assessments. Discussions have been made to reflect the different roles of summative and formative assessment that Service-Learning could be the catalyst of learning as the tipping point for successful community network construction.

Keywords

• Community development
• Cross-sector partnership education
• Poverty
• Service-learning
• Student development