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Designing Service-Learning Research
Research, especially fundamental or basic research, differs from evaluation in that its primary purpose is to generate or test theory and contribute to knowledge for the sake of knowledge. Such knowledge, and the theories that undergird knowledge, may subsequently inform action and evaluation, but action is not the primary purpose of fundamental research. (Patton, 2002, pp. 10-11)
There are several types of data collection that are involved when studying servicelearning education and these vary in the nature and scope of the conclusions that are drawn. The focus of this Research Primer is on research on service-learning. Other forms of assessment focus on classroom assessment, self-assessment, and course or program evaluation. These are summarized briefly here and illustrated in Table 1.
Classroom assessment (grading) and self-assessment techniques include student quizzes and tests, homework, reflection activities, and faculty teaching portfolios. These measurement tools allow for conclusions to be drawn about the learning experience of a specific student or faculty member. The purpose of course or program evaluation is to gather information on the process (implementation) and outcomes of a specific course or program. Conclusions are generally limited to that specific program or course. Data collected during research, on the other hand, lead to conclusions that can be generalized to other similar courses, programs, and/or service-learning in general.
