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Confirmatory Factor Analysis for the Service-Learning Outcomes Measurement Scale (S-LOMS)

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Title: Confirmatory Factor Analysis for the Service-Learning Outcomes Measurement Scale (S-LOMS)
Language: English
Authors: Lau, Ka Hing, Snell, Robin Stanley
Source: Metropolitan Universities. Mar 2021 32(1):3-34.
Availability: Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org
Peer Reviewed: N
Page Count: 32
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Service Learning, Outcomes of Education, Measures (Individuals), Factor Structure, Test Validity, College Students, Student Development, Skill Development, Social Responsibility, Self Efficacy, Citizen Participation, Foreign Countries
Geographic Terms: Hong Kong
ISSN: 1047-8485
Abstract: Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived developmental outcomes for students, partly due to the lack of a reliable measurement instrument across course disciplines and types of service-learning. This study validated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis (CFA) with data from 629 students. S-LOMS measures self-perceived student development through 56 items, which cover outcome domains under four overarching categories: knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. Alternative measurement models were compared in this validation exercise, with the results indicating that although a model with 11 domains and without overarching categories was preferred, there was also support for a model with 10 domains subsumed under the four abovementioned overarching categories. Multisample analyses indicated that both models were stable across gender. The practical implication of our findings is that for the purpose of measuring the developmental impacts on students of engaging in service-learning, S-LOMS offers investigators a number of options besides using the entire 56-item scale. Some administrative options are described at the end of the paper.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1295188
Database: ERIC
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  Data: Confirmatory Factor Analysis for the Service-Learning Outcomes Measurement Scale (S-LOMS)
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  Data: <searchLink fieldCode="AR" term="%22Lau%2C+Ka+Hing%22">Lau, Ka Hing</searchLink><br /><searchLink fieldCode="AR" term="%22Snell%2C+Robin+Stanley%22">Snell, Robin Stanley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Metropolitan+Universities%22"><i>Metropolitan Universities</i></searchLink>. Mar 2021 32(1):3-34.
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  Data: Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org
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  Data: 32
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Citizen+Participation%22">Citizen Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 1047-8485
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived developmental outcomes for students, partly due to the lack of a reliable measurement instrument across course disciplines and types of service-learning. This study validated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis (CFA) with data from 629 students. S-LOMS measures self-perceived student development through 56 items, which cover outcome domains under four overarching categories: knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. Alternative measurement models were compared in this validation exercise, with the results indicating that although a model with 11 domains and without overarching categories was preferred, there was also support for a model with 10 domains subsumed under the four abovementioned overarching categories. Multisample analyses indicated that both models were stable across gender. The practical implication of our findings is that for the purpose of measuring the developmental impacts on students of engaging in service-learning, S-LOMS offers investigators a number of options besides using the entire 56-item scale. Some administrative options are described at the end of the paper.
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      – Text: English
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        StartPage: 3
    Subjects:
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Factor Structure
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      – SubjectFull: College Students
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Citizen Participation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Hong Kong
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