Publication Status
Accepted/In press
Document Type
Journal article
Department / Unit
Office of Service-Learning
Journal Title
Metropolitan Universities
Publication Date
1-1-2020
Language
English
Volume
31
Keywords
ong Kong, Validation, scale development, exploratory factor analysis
Abstract
Service-learning as a transformative pedagogy has been adopted within Hong Kong’s tertiary education sector for over a decade, however the lack of a standardized and validated measurement instrument to assess its student learning outcomes has been an obstacle to its further development. The current research study (collaboratively conducted by Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong) therefore aims to develop such a measurement instrument named the “Service-Learning Outcomes Measurement Scale (S-LOMS)”, taking consideration of the unique features of service-learning in Hong Kong. The scale development and validation work, with exploratory factor analysis and reliability test, has thus far demonstrated that the student-perceived learning outcomes after service-learning can be measured and assessed through 56 items. These items cover 11 domains under four major categories, namely: a) knowledge application; b) personal and professional skills (including relationship and team skills, creative problem solving skills, self-reflection skills, and critical thinking skills), c) civic orientation and engagement (including sense of social responsibility, community commitment and understanding, and caring and respect), and d) self-awareness (including self-efficacy, self-understanding, and commitment to self-improvement). Several additional insights arising from the validation results are discussed.
ISSN
1047-8485
Fulltext file version
Submitted manuscript
Pure ID
13293512
Pure UUID
0a86fa67-e42e-4c5c-96a0-ae7fe51c7bac
Comment
This paper results from a cross-institutional project named “Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutionsâ€, aiming at enhancing and supporting the development of service-learning as an effective pedagogical strategy under the collaboration of Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong. The project was launched in 2017, and has been funded by the University Grants Committee (UGC) of the HKSAR government. The authors wish to thank the UGC for funding the project, and the above institutions for their participation in the process of scale development and validation. We are particularly grateful to Prof. James Yue On KO of The Education University of Hong Kong and Dr. Kam Por KWAN of The Hong Kong Polytechnic University for their advice on statistical analysis.