The effects of a service-learning project in a technology education elective course on student outcomes, 2021

Item — Call Number: MU Thesis Bru

Identifier: b7930732

Staff Only

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2021

Creator

Bruno, Jeannette (1967- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Morris, Ruth K. (1958- ) (Thesis advisor, Person)
Romagnoli, Alex (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 134 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Students lack the necessary skills as they graduate from high school and pursue college or a career. A few of the essential skills needed to thrive in today's global economy include problem-solving, critical thinking, emotional intelligence, creative processing, and leadership perspective. Traditional curriculum is not providing students with an opportunity to learn and develop these skills. John Dewey (1938) suggested that engaged learners maximize their portential through a hands-on approach. A course that offers a service-learning project gives students an opportunity to interact with their environment and engages learners.

Service-learning is an experience, unlike traditional curriculum, in which students learn through a service. In 2007, the National Youth Leadership Council (NYLC) identified and published the K-12 Service Learning Standards for Quality Practice: meaningful service, link to the curriculum, reflection, diversity, youth voice, and partnerships. These standards guide effective service-learning practice. This study examined the standard of reflection and the impact of a service-learning project on student outcomes in a technology education course.

The purpose of this mixed-methods study was to examine the effects a service-learning project has on student performance and student self-concept. The participants for this study were high school students from a suburban high school in Central New Jersey enrolled in a technology education elective course. The data collection and analysis compared student performance and student self-concept before and after their service-learning project. The quantitative data were analyzed using the explanatory research design. The qualitiative data, the student participation data, were analyzed using the grounded theory approach. The analytical framework used in the study was crystallization. The framework of analysis provided a thorough account of the influence a service-learning project has on student outcomes.

The study results related to student performance data were not statistically significant. For the student self-concept data collected from the focus group and student participant reflection logs, open coding and constant comparative method were used to defragment the text into recurring themes. The themes identified included the use of technology skills as an outlet, students have apprehensions, students are concerned about their futures, emotional strength, and soft skills.

This study was influenced by the pandemic and the restrictions impacting education. The findings indicate the benefit of the NYLC standards and the use of service-learing as a pedagoical tool.

Partial Contents

Abstract -- Dedication -- Acknowledgements -- 1. Introduction -- 2. Literature review -- 3. Methods -- 4. Results -- 5. Discussion -- References -- Appendix A. Informed consent documents -- Appendix B. Child assent form -- Appendix C. Email for consent -- Appendix D. Project design -- Appendix F [sic]. Reflection log prompts -- Appendix G. Student-participant project descriptions -- Appendix H. Hybrid schedule for cohorts.