Relationship of Service Learning Project Models to the Subject Matter Achievement of Middle School Students

This study proposed to (1) investigate the model of instruction middle school students received through a service learning project and students' understanding of the studied social issue; (2) determine whether certain variables related to students understanding; and (3) learn which components of the project the students considered most meaningful. The study population comprised 524 public middle school students. The sample included 438 students who completed a pre inventory, 403 who completed a post inventory, 22 interviewed, and 63 who participated in off campus service visits. Two slightly different models of instruction were studied to determine differences in subject matter achievement. Statistical tests and interview data support the following findings: (1) students participating in off campus visits appeared to be better informed about the social issue than students who didn't participate; (2) students receiving the content integrated model of instruction scored significantly higher that students receiving the isolated model of instruction; and (3) the instructional components considered the most meaningful to students were those activities that result in an externally valued product -- that is, something that provides validation of the value of one's activities. Appendix includes survey instruments.