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