the impact of service learning on students character development rossana chen northland secondary...
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The Impact of Service Learning on Students’ Character Development
Rossana Chen
Northland Secondary School
What is Service Learning
Service Learning is an approach where CIP
participants not only serve the community, but
also learn to identify with the needs of the
community and to reflect on their own
experience in working with the community so
that they have a better understanding and
appreciation of what it involves.
Character Development
Learning Objective of Service Learning
• To nurture pupils to be socially responsible.
• To help them to understand that every Singaporean has a role in enhancing the wellbeing of the community and the country.
• To nurture pupils in becoming good citizens, conscious of their responsibility to the family, society and country.
• To build a strong sense of duty and responsibility as Singaporeans.
• To foster camaraderie and bonding amongst people of different races and academic abilities.
• To help promote understanding and social harmony between different races.
Learning Objective of Service Learning
• To develop a sense of fulfilment, which in turn will enhance their sense of belonging to the community and country.
• To reflect the aspect of Citizenship Education in which pupils are involved as responsible citizens.
• To develop a strong sense of duty and responsibility towards promoting social cohesion and building a gracious society.
• To provide opportunities for pupils to internalise values taught in the classroom and put into practice what they have learnt.
• To provide pupils with experiential learning opportunities to develop
Learning Outcomes
• Develop strong sense of belonging and bonding to the family, school, community
• Develop strong sense of responsibility and duty as a family member, Northlander, resident of the country
• Understand the social needs and concerns of the family, school, community
• Demonstrate a strong sense of commitment to serve the family, school, community
• Contribute to the development of a caring and gracious family, school, community
Values Acquired
• Commitment to serve the family, school, community
• Respect for people of different races, cultures and religions in school, community
• Care, concern and compassion for family members, school, residents of the country
• Respect and care for family members, school, residents of the country
Skills Acquired
Communication skills
Organisational skills
Practical skills
Leadership skills
SEL Component in Service Learning
5 Pedagogical Principles of Social and Emotional Learning
• Providing for the social dimension
This could include getting students to work in groups, with people in the community, policy makers, etc
• Providing for the emotional dimension
This could include activities to facilitate students’ reflection their emotions, feelings and insights from the experience
• Relevance
Planning for SL activities could consider issues that are contemporary, of interest the youth, or relevant to current issues or events happening in the world
• Reflection
This includes creating opportunities for students to reflect, plan, make meaning, commit to change at key stages of the experience
• Action
SL is a form of experiential learning and hence active participation is critical for the acquisition of skills and competencies and well as for social and emotional growth
Service Learning Phase
Week Activity
Week 1 Introduction to Service Learning
Week 2 - 4 Planning for Activity
Execution of Service Learning Project
Week 5 Preparation for presentation
Week 7 Service Learning Project Showcase
Service Learning Project
1. Student were given the autonomy to decide what CIP project they wish to be involved.
2. Submit their proposal to the Character Development Teacher for approval.
Projects
• Benefits of Hydroponics planting in our society
• Stop Animal Abuse
• Garage Sales to promote Recycle, Reuse and
Reduce
• Visiting Home (Swami Home)
• Pre-School Guide 101
Components to the collection of findings
1. Pre Test Assessment Questionnaire (Students)
2. Post Test Assessment Questionnaire (Students)
3. Teachers Evaluation (Teachers)
4. Peer Evaluation (Project mates)
Scales as references
1. Self Esteem Scale
Rosenberg’s Self Esteem, measuring self worth and self acceptance
2. Community Service Self Efficacy Scale (CSSES)
3. Programme Effectiveness Pre Test
Teachers’ Evaluation
Q1: Student's sense of belonging and
bonding to the community
Q2: Student's sense of responsibility towards self
and others
Q3: Student's proactiveness towards helping others
Q4: Student's understanding and appreciation
towards service learning
Q5: Student's interpersonal skills in general
Result of Pre & Post
Secondary 2
Improvement Neutral No Improvement
Self Esteem 35.6% 35.3% 29.1%
Community Efficacy
25.7% 47.6% 25.6%
Programme Effectiveness
26.3% 43.3% 30.4%
Secondary 3
Improvement Neutral No Improvement
Self Esteem 27.7% 38.5% 34.5%
Community Efficacy
24.3% 44.2% 32.3%
Programme Effectiveness
26.1% 41.8% 32.8%
Sec 2 Teachers’ Evaluation
2EA 2NC 2TA 2TB
Improved 91.3% 73.5% 76.4% 38.7%
2EA 2NC 2TA 2TB
Neutral 8.7% 26.5% 0% 32%
2EA 2NC 2TA 2TB
underperformed 0% 0% 23.6% 29.3%
Sec 3 Teachers’ Evaluation
3EB 3NA 3NB 3NC 3ND 3TA
Improved 58.3% 95% 77.9% 98.1% 38.5% 75.7%
3EB 3NA 3NB 3NC 3ND 3TA
Neutral 21.1% 0% 4.3% 1.9% 7.7% 16.2%
3EB 3NA 3NB 3NC 3ND 3TA
Underperformed
20.6% 5% 7.1% 0% 53.8% 8.1%
Further exploration
1. Event impact scale
2. Teachers’ involvement in Service Learning
3. Generation differences in altruism