Factor+structure+of+the+service-learning+impact+scale+for+students

**Factor structure of the service-learning impact scale for students**

Kelly Lockeman, Ph.D. Candidate, Virginia Commonwealth University [kslockeman@vcu.edu] Lynn Pelco, Service-Learning Program Director, Virginia Commonwealth University [lepelco@vcu.edu]



**Keywords:** Psychometric analysis, survey data, college student learning outcomes, web-based end of course survey

**Track:** Program evaluation and assessment

**Format:** Poster presentation

**Date & time:** Thursday 3:20-4:30 **Location:** Salon 4 / Salon 9

**Summary:** In order for colleges and universities to evaluate the impact of service-learning courses among students, measures must exist that can accurately and reliably quantify the outcomes that are not directly observable. Evaluating the impact of service-learning should take into consideration the domains of student learning, engagement, and civic awareness. A common and efficient way to measure these outcomes is through surveys that ask students about the degree to which they agree or disagree with statements about their attitudes, opinions, and self-evaluations, but Stukas, Clary, and Snyder (1999) caution that evaluations of this sort should be constructed using rigorous survey research methods (Moely et al., 2002). For these reasons, the psychometric aspects of service-learning surveys have begun to receive more attention.

The current study examines a short survey to see whether it provides evidence of structure and reliability. Since 2006, a web-based end-of-course survey has been used to help measure the impact of service-learning courses at one large urban research university. The instrument contains demographic items and background questions, but the central portion of the survey uses a 5-point Likert scale for 17 attitude and opinion statements intended to measure student perception about how the course has impacted their learning, engagement, and civic awareness.

This study uses factor analysis to evaluate data collected from undergraduate students enrolled in service-learning courses over a two-year period. The data reduction strategy used suggests that the impact of service-learning can be represented by a single factor related to student perceptions of their learning, engagement, and civic awareness.

This simple survey provided one institution with a consistent measure that can be used to assess program impact each semester and track it longitudinally. Combined with demographic data from respondents, it can also be used to explore whether service-learning has a differential impact on diverse groups.

**References:** DeVellis, R. F. (2003). //Scale development: Theory and applications// (2nd ed.). Thousand Oaks, CA: Sage Publications.

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2009). //Internet, mail, and mixed-mode surveys: The// //tailored design method// (3rd ed.). New York, NY: John Wiley & Sons.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Markus, G. B., Howard, J. P. F., & King, D. C. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. //Educational Evaluation and Policy// //Analysis, 15//(4), 410-419.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Moely, B. D., Mercer, S. H., Ilustre, V., Miron, D., & McFarlan, M. (2002). Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students' attitudes related to service-learning. //Michigan Journal of Community Service Learning, 8//(1), 15-26.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Shiarella, A. H., McCarthy, A. M., & Tucker, M. L. (2000). Development and construct validity of scores on the Community Service Attitudes Scale. //Educational and Psychological Measurement,// //60//(2), 286-300.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Stukas, Jr., A. A., Clary, E. G., & Snyder, M. (1999). Service-learning: Who benefits and why. Social Policy Report, //Society for Research in Child Development, 13//(4), 1-19.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Wang, Y., Ye, F., Jackson, G., Rodgers, R., & Jones, S. (2005, January 21). Development of student service-learning course survey (SSLCS) to measure service-learning course outcomes. //IR// //Applications, 3//. Tallahassee, FL: Association for Institutional Research.

**<span style="font-family: Arial,Helvetica,sans-serif;">Please click here to access a PDF of this page: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">[|Lockeman_Factor structure of sl impact scale for students.pdf]

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**From Kelly Lockeman on November 10, 2011:** **Click on the link below to access the handout from this presentation** [|IARSLCE_2011_PosterHandout_LockemanPelco.pdf]