The Impact of Service Learning on Students Character Development

The Impact of Service Learning on Students Character DevelopmentRossana ChenNorthland Secondary School

1What 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.2Character Development

3Learning 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.4Learning 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 develop5Learning OutcomesDevelop 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, community6Values 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 country7Skills AcquiredCommunication skillsOrganisational skills Practical skills Leadership skills

8SEL Component in Service Learning5 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 growth9Service Learning Phase Week Activity Week 1 Introduction to Service Learning Week 2 - 4Planning for Activity Execution of Service Learning Project Week 5 Preparation for presentation Week 7Service Learning Project Showcase 10Service Learning Project Student were given the autonomy to decide what CIP project they wish to be involved.

Submit their proposal to the Character Development Teacher for approval.

11Projects Benefits of Hydroponics planting in our society Stop Animal Abuse Garage Sales to promote Recycle, Reuse and ReduceVisiting Home (Swami Home)Pre-School Guide 101

12Components to the collection of findings1. Pre Test Assessment Questionnaire (Students)2. Post Test Assessment Questionnaire (Students) 3. Teachers Evaluation (Teachers) 4. Peer Evaluation (Project mates)

13Scales as references Self Esteem Scale Rosenbergs Self Esteem, measuring self worth and self acceptance

2. Community Service Self Efficacy Scale (CSSES)

3. Programme Effectiveness Pre Test

14Teachers EvaluationQ1: 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

15Result of Pre & Post Secondary 2ImprovementNeutralNo 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 3ImprovementNeutralNo 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%16Sec 2 Teachers Evaluation2EA2NC2TA2TBImproved 91.3%73.5%76.4%38.7%2EA2NC2TA2TBNeutral8.7%26.5%0%32%2EA2NC2TA2TBunderperformed0%0%23.6%29.3%17Sec 3 Teachers Evaluation3EB3NA3NB3NC3ND3TAImproved 58.3%95%77.9%98.1%38.5%75.7%3EB3NA3NB3NC3ND3TANeutral21.1%0%4.3%1.9%7.7%16.2%3EB3NA3NB3NC3ND3TAUnderperformed20.6%5%7.1%0%53.8%8.1%18Further exploration Event impact scale Teachers involvement in Service Learning Generation differences in altruism

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