Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context
Abstract
:1. Introduction
1.1. Challenges for Service-Learning under COVID-19
1.2. Service-Learning at a Distance
1.3. Overview of Project WeCan
1.4. “WeCan” or “WeCan’t” under COVID-19?
1.5. The Present Study
2. Materials and Methods
2.1. Objective Outcome Evaluation of University Students (Service Providers)
2.1.1. Participants
2.1.2. Procedures
2.1.3. Instruments
2.2. Subjective Outcome Evaluation for University Students (Service Providers)
2.2.1. Participants and Procedures
2.2.2. Instrument
2.3. Subjective Outcome Evaluation for Secondary School Students (Service Recipients)
2.3.1. Participants and Procedures
2.3.2. Instrument
3. Results
3.1. Objective Outcome Evaluation of University Students (Service Providers)
3.2. Subjective Outcome Evaluation of University Students (Service Providers)
3.3. Subjective Outcome Evaluation of Secondary School Students (Service Recipients)
4. Discussion
4.1. Objective Outcome Evaluation of University Students
4.2. Subjective Outcome Evaluations
4.3. Theoretical and Practical Implications
4.4. Limitations and Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Project WeCan Objectives | Examples of Indirect Service Deliverables Produced by SL Students |
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Enhance students’ communication skills |
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Increase students’ exposure |
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Enhance students’ basic competence |
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Empower students for pursuing higher studies and future careers |
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Develop students’ common sense |
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Cultivate students’ character |
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No. of Items | Sample Items | |
---|---|---|
Cognitive-behavioral competencies (3 factors) | ||
Self-determination | 3 | I am confident about my decisions. |
Behavioral competence | 2 | I can face criticism with an open mind. |
Cognitive competence | 4 | I try new ways to solve my problems. |
Positive identity (2 factors) | ||
Clear and positive identity | 2 | I am a person with self-confidence. |
Beliefs in the future | 3 | I have confidence to solve my future problems. |
General positive youth development qualities (5 factors) | ||
Resilience | 3 | When I face difficulties, I do not give up easily. |
Social competence | 3 | I know how to communicate with others. |
Moral competence | 4 | I have high moral standards about my behaviors. |
Emotional competence | 3 | When I have conflict with others, I can usually manage my emotions. |
Spirituality | 4 | I have found my purpose in life. |
Service leadership qualities | ||
Character strengths | 15 | I am grateful for many things in my life. |
Self-leadership | 5 | I have a good planning of my life. |
Caring disposition | 8 | I am always ready to lend a hand to those in need. |
Service leadership beliefs and values | 6 | Leadership is a service for self, others, groups and the society. |
Life satisfaction | 5 | In most ways, my life is close to my ideal. |
Pre-Test | Post-Test | F | η2p | |||
---|---|---|---|---|---|---|
Mean (SD) | α | Mean (SD) | α | |||
Cognitive-behavioral competencies | 23.67 *** | 0.178 | ||||
Self-determination | 4.57 (0.79) | 0.87 | 4.73 (0.76) | 0.83 | 7.18 ** | 0.057 |
Behavioral competence | 4.58 (0.78) | 0.77 | 4.94 (0.76) | 0.83 | 29.48 *** | 0.196 |
Cognitive competence | 4.66 (0.70) | 0.85 | 4.96 (0.70) | 0.91 | 30.80 *** | 0.210 |
Positive identity | 17.18 *** | 0.126 | ||||
Clear and positive identity | 4.09 (1.00) | 0.84 | 4.40 (1.06) | 0.90 | 23.80 *** | 0.164 |
Beliefs in the future | 4.77 (0.75) | 0.80 | 4.89 (0.83) | 0.84 | 3.91 * | 0.031 |
General positive youth development qualities | 16.67 *** | 0.138 | ||||
Resilience | 4.58 (0.89) | 0.87 | 4.69 (0.93) | 0.93 | 3.07 | 0.026 |
Social competence | 4.73 (0.75) | 0.91 | 4.98 (0.79) | 0.95 | 25.52 *** | 0.174 |
Moral competence | 4.68 (0.57) | 0.40 | 4.70 (0.62) | 0.31 | 0.168 | 0.001 |
Emotional competence | 4.61 (0.75) | 0.80 | 4.89 (0.83) | 0.88 | 21.61 *** | 0.149 |
Spirituality | 4.25 (0.80) | 0.63 | 4.33 (0.82) | 0.52 | 1.77 | 0.015 |
Total positive youth development | 22.31 *** | 0.184 | ||||
Service leadership qualities | 8.53 ** | 0.143 | ||||
Character strengths | 4.61 (0.57) | 0.90 | 4.84 (0.62) | 0.92 | 21.00 *** | 0.165 |
Self-leadership | 4.56 (0.70) | 0.88 | 4.79 (0.70) | 0.90 | 11.09 ** | 0.087 |
Caring disposition | 4.86 (0.64) | 0.94 | 5.02 (0.63) | 0.94 | 9.06 ** | 0.074 |
Service leadership beliefs and values | 4.85 (0.65) | 0.92 | 5.07 (0.66) | 0.95 | 8.30 ** | 0.115 |
Life satisfaction | 3.90 (1.06) | 0.91 | 4.14 (1.15) | 0.94 | 7.71 ** | 0.062 |
Positive Responses (4–5 Ratings) | ||||
---|---|---|---|---|
Item | Mean (SD) | n | % | |
Subject Content a | ||||
1 | The objectives of the curriculum are very clear. | 4.25 (0.63) | 176 | 92.6 |
2 | The design of the curriculum is very good. | 4.06 (0.82) | 159 | 83.2 |
3 | The activities were carefully arranged. | 4.12 (0.85) | 165 | 86.4 |
4 | The classroom atmosphere was very pleasant. | 4.26 (0.73) | 170 | 89.0 |
5 | There was much peer interaction amongst the students during classes. | 4.18 (0.70) | 166 | 87.4 |
6 | I participated actively during lessons (including discussions, sharing, games, etc.). | 4.19 (0.68) | 186 | 87.5 |
7 | I was encouraged to do my best. | 4.26 (0.68) | 175 | 91.6 |
8 | The learning experience I encountered enhance my interest towards the subject area. | 4.12 (0.82) | 158 | 83.2 |
9 | Overall speaking, I have very positive evaluation of the program. | 4.13 (0.84) | 165 | 86.4 |
10 | On the whole, I like this curriculum very much. | 4.00 (0.91) | 151 | 79.1 |
Lecturer a | ||||
11 | The lecturer(s) had a good mastery of the curriculum. | 4.35 (0.71) | 177 | 92.2 |
12 | The lecturer(s) was (were) well prepared for the lessons. | 4.42 (0.67) | 179 | 93.2 |
13 | The teaching skills of the lecturer(s) were good. | 4.42 (0.65) | 182 | 94.8 |
14 | The lecturer(s) showed good professional attitudes. | 4.47 (0.66) | 183 | 95.3 |
15 | The lecturer(s) was (were) very involved. | 4.48 (0.65) | 183 | 95.3 |
16 | The lecturer(s) encouraged students to participate in the activities. | 4.44 (0.62) | 180 | 94.2 |
17 | The lecturer(s) cared for the students. | 4.48 (0.66) | 179 | 93.2 |
18 | The lecturer(s) was (were) ready to offer help to students when needed. | 4.53 (0.61) | 185 | 96.4 |
19 | The lecturer(s) had much interaction with the students. | 4.42 (0.69) | 177 | 92.7 |
20 | Overall speaking, I have very positive evaluation of the lecturer(s). | 4.48 (0.61) | 183 | 95.3 |
Perceived benefits b | ||||
21 | It has enhanced my social competence. | 4.20 (0.77) | 173 | 90.6 |
22 | It has improved my ability in expressing and handling my emotions. | 4.07 (0.83) | 159 | 83.7 |
23 | It has enhanced my critical thinking. | 4.06 (0.87) | 158 | 82.7 |
24 | It has increased my competence in making sensible and wise choices. | 4.07 (0.80) | 161 | 84.7 |
25 | It has helped me make ethical decisions. | 4.18 (0.76) | 171 | 89.1 |
26 | It has strengthened my resilience in adverse conditions. | 4.14 (0.83) | 161 | 84.3 |
27 | It has strengthened my self-confidence. | 4.08 (0.89) | 159 | 83.2 |
28 | It has helped me face the future with a positive attitude. | 3.97 (0.93) | 151 | 79.5 |
29 | It has enhanced my love for life. | 3.84 (1.02) | 141 | 73.8 |
30 | It has helped me explore the meaning of life. | 3.81 (1.03) | 137 | 71.4 |
31 | It has enhanced my ability of self-leadership. | 4.11 (0.78) | 162 | 84.4 |
32 | It has helped me cultivate compassion and care for others. | 4.22 (0.70) | 179 | 93.2 |
33 | It has helped me enhance my character strengths comprehensively. | 4.09 (0.79) | 166 | 86.5 |
34 | It has enabled me to understand the importance of situational task competencies, character strength and caring disposition in successful leadership. | 4.19 (0.69) | 174 | 91.6 |
35 | It has promoted my sense of responsibility in serving the society. | 4.13 (0.83) | 166 | 86.5 |
36 | It has promoted my overall development. | 4.08 (0.83) | 163 | 85.8 |
37 | The theories, research and concepts covered in the course have enabled me to understand the characteristics of successful service leaders. | 4.16 (0.73) | 171 | 89.5 |
38 | The theories, research and concepts covered in the course have helped me synthesize the characteristics of successful service leaders. | 4.09 (0.73) | 163 | 85.3 |
Positive Responses (4–6 Ratings) | ||||
---|---|---|---|---|
Item | Mean (SD) | n | % | |
Service Activities a | ||||
1 | The content design of the activity is very good. | 4.50 (1.14) | 45 | 80.4 |
2 | The format of the activity is appropriate. | 4.59 (1.16) | 47 | 83.9 |
3 | The atmosphere of the activity was pleasant. | 4.70 (1.22) | 47 | 83.9 |
4 | There was much peer interaction amongst the students. | 4.45 (1.19) | 45 | 80.4 |
5 | I participated in the activity actively. | 4.59 (1.16) | 48 | 85.7 |
6 | I was encouraged to do my best. | 4.46 (1.38) | 46 | 82.1 |
7 | The learning experience enhanced my interests towards the service. | 4.57 (1.36) | 46 | 82.1 |
8 | Overall speaking, I have a very positive evaluation on the activity. | 4.66 (1.27) | 46 | 82.1 |
9 | On the whole, I like this activity very much. | 4.57 (1.29) | 47 | 83.9 |
Service providers a | ||||
10 | PolyU student(s) was (were) well prepared for the activity. | 4.82 (1.05) | 51 | 91.1 |
11 | PolyU student(s) showed professional attitudes. | 4.79 (1.06) | 50 | 89.3 |
12 | PolyU student(s) understood my needs and potentials. | 4.55 (1.11) | 45 | 80.4 |
13 | PolyU student(s) was (were) actively involved. | 4.86 (1.02) | 51 | 91.1 |
14 | PolyU student(s) encouraged me to participate in the activity. | 4.79 (.99) | 50 | 89.3 |
15 | PolyU student(s) cared about me. | 4.77 (1.09) | 48 | 85.7 |
16 | PolyU student(s) showed readiness to offer help to me when needed. | 4.86 (1.16) | 49 | 87.5 |
17 | PolyU student(s) had much interaction with us. | 4.66 (1.16) | 47 | 83.9 |
18 | Overall speaking, I have a very positive evaluation on the PolyU students. | 4.91 (1.01) | 51 | 91.1 |
Perceived effectiveness of service activities b | ||||
19 | It has strengthened my resilience in adverse conditions. | 4.55 (1.27) | 45 | 81.8 |
20 | It has helped me to face the future with a positive attitude. | 4.61 (1.24) | 45 | 83.3 |
21 | It has enhanced my self-confidence. | 4.51 (1.28) | 43 | 81.1 |
22 | It has broadened my horizon. | 4.53 (1.32) | 41 | 77.4 |
23 | It has enhanced my interests towards study. | 4.57 (1.23) | 44 | 75.9 |
24 | It has enhanced my ability of caring. | 4.60 (1.29) | 43 | 81.1 |
25 | It has helped me to develop a good relationship with adults (for example, teachers, parents, etc.) | 4.53 (1.32) | 45 | 83.3 |
26 | It has promoted my aspiration. | 4.52 (1.37) | 43 | 81.1 |
27 | It has promoted my holistic development. | 4.58 (1.37) | 43 | 81.1 |
28 | On the whole, I think the activity is very useful to me. | 4.69 (1.26) | 46 | 85.2 |
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Leung, H.; Shek, D.T.L.; Dou, D. Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context. Int. J. Environ. Res. Public Health 2021, 18, 3596. https://doi.org/10.3390/ijerph18073596
Leung H, Shek DTL, Dou D. Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context. International Journal of Environmental Research and Public Health. 2021; 18(7):3596. https://doi.org/10.3390/ijerph18073596
Chicago/Turabian StyleLeung, Hildie, Daniel T. L. Shek, and Diya Dou. 2021. "Evaluation of Service-Learning in Project WeCan under COVID-19 in a Chinese Context" International Journal of Environmental Research and Public Health 18, no. 7: 3596. https://doi.org/10.3390/ijerph18073596