Development of Student Service-Learning Course Survey (SSLCS) to Measure Service-Learning Course Outcomes

Service-learning courses focus on both service experience and academic learning. Academic content is covered in both the classroom and the service experience, and the service experiences are reflected upon and processed in the classroom. Based on educational values, potential outcomes can be classified as development of personal competence, interpersonal relationship, and perception of community service as a responsibility of charity or perception of community service as a responsibility of social justice. The Student Service-Learning Course Survey (SSLCS) is designed to measure these four outcome domains. It draws attention to the dichotomy between the two kinds of citizenship and operationalizes the concepts by developing questions to measure the differences. The present study explored the factorial validity of SSLCS and the factorial invariance across gender groups using confirmatory factor analysis. The results of our study indicate that the four factors of SSLCS are validly measured and the partial factorial invariance across gender groups lends support for comparison between female and male groups. (Author's Abstract)