Evaluating Cognitive Outcomes of Service Learning in Higher Education: A Meta-Analysis

Abstract

This meta-analysis of nine studies compares courses with and without a service learning component on the basis of the amount of learning. The summary finds that the addition of a service learning component increases learning outcomes (d = .424). Using the Binomial Effect Size Display, this improvement translates into about a 53% improvement. The implications for the debate over whether to incorporate are discussed as well as the limitations of the available data.

Keywords:

• Cognitive Outcomes
• Higher Education
• Learning Outcomes
• Meta–Analysis
• Service Learning

Notes

Assumes d = .424.

Additional information

Notes on contributors

Julie M. Novak

Julie M. Novak (Ph.D., North Dakota State University, 2006) is an assistant professor in the Department of Communication at Wayne State University, Detroit, MI 48201.

Vern Markey

Vern Markey (M.S., Iowa State University, 1992) was a doctoral student in the Department of Communication and an assistant professor in the Deparment of Apparel, Design, Facility and Hospitality Management at North Dakota State University, Fargo, ND, 58105.

Mike Allen

Mike Allen (Ph.D., Michigan State University, 1987) is a professor in the Department of Communication at the University of Wisconsin–Milwaukee, Milwaukee, WI 53201.