Measuring Infusion Of Service-Learning On Student Program Development And Implementation Competencies

Keywords

Higher education; Measures; Program development competencies; Self-efficacy; Service-learning; Validation

Abstract

This study piloted a service-learning assessment suite to measure students’ perceived self-efficacy on program development and implementation competencies (Service-Learning Self-Efficacy on Program Development and Implementation [SLSEPDI]), Service-Learning Belief Inventory (SLBI), and an Overall Service-Learning Self-Efficacy on Program Development and Implementation (OVSL-SEPDI) scales. MPH students in a required course participated in the study during 2011-2015 (N = 87). Baseline survey was used to assess the reliabilities of the 12-item SLSEPDI and the nine-item SLBI scales, and posttest survey assessed the 10-item OVSL-SEPDI scale. Confirmatory factor analysis showed good model fit index and all items loaded significantly on both the SL-SEPDI (χ2/df = 1.34; root mean square error of approximation [RMSEA] =.067; Tucker–Lewis index [TLI] =.92; comparative fit index [CFI] =.94; incremental fit index [IFI] =.94; goodness-of fit index [GFI] =.86) and SLBI (χ2/df = 1.28; RMSEA =.061; TLI =.97; CFI =.98; IFI =.98; GFI =.91) scales. Data also showed satisfactory reliability scores, with Cronbach’s alphas of.87,.88, and.91 for the SL-SEPDI, SLBI, and OVSL-SEPDI scales. This study provides data supporting the validities and reliabilities of this service-learning measurement suite, and has implications to assess student selfefficacy outcomes.

Publication Date

6-1-2017

Publication Title

Journal of Experiential Education

Volume

40

Issue

2

Number of Pages

170-186

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/1053825917699518

Socpus ID

85044024496 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85044024496

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