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Validation of S-LOMS and Comparison between Hong Kong and Singapore of Student Developmental Outcomes after Service-Learning Experience

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Title: Validation of S-LOMS and Comparison between Hong Kong and Singapore of Student Developmental Outcomes after Service-Learning Experience
Language: English
Authors: Lau, Ka Hing, Snell, Robin Stanley
Source: Michigan Journal of Community Service Learning. Fall 2021 27(2):77-106.
Availability: Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Peer Reviewed: Y
Page Count: 30
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Higher Education
Descriptors: Service Learning, Program Effectiveness, Foreign Countries, Caring, Social Responsibility, Cultural Differences, Postsecondary Education, College Students, Skill Development, Thinking Skills, Critical Thinking, Reflection, Teamwork, Problem Solving, Self Efficacy, Improvement
Geographic Terms: Hong Kong, Singapore
ISSN: 1076-0180
Abstract: Service-learning was introduced to tertiary education in Asia more than a decade ago. However, there has been little prior Asia-based research across different jurisdictions comparing student developmental outcomes arising from service-learning. We report two studies that validated the Service-Learning Outcomes Measurement Scale (S-LOMS) by comparing its scores obtained from Hong Kong and Singapore samples. Study 1 employed confirmatory factor analysis, and the results showed that S-LOMS is a reliable measurement instrument for both jurisdictions. Study 2 compared the developmental outcomes arising from service-learning for Hong Kong and Singapore students across the 11 domains of S-LOMS. Investigation of the pretest data (baseline) indicated significantly higher scores for Singapore students on seven domains, which may have reflected greater prior exposure to community service, as compared with the Hong Kong students. Comparisons of pretest and posttest scores through paired sample t-tests indicated that service-learning had significantly greater developmental outcomes in five domains for Hong Kong students as compared with Singapore students. While there were no significant improvements for Singapore students in caring and respect, sense of social responsibility, and commitment to self-improvement, Hong Kong students perceived themselves as having significantly improved in all domains. Possible reasons for the Study 2 results are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1341360
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Validation of S-LOMS and Comparison between Hong Kong and Singapore of Student Developmental Outcomes after Service-Learning Experience
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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="%22Michigan+Journal+of+Community+Service+Learning%22"><i>Michigan Journal of Community Service Learning</i></searchLink>. Fall 2021 27(2):77-106.
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  Data: Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
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  Data: 30
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement%22">Improvement</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink><br /><searchLink fieldCode="DE" term="%22Singapore%22">Singapore</searchLink>
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  Data: 1076-0180
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  Data: Service-learning was introduced to tertiary education in Asia more than a decade ago. However, there has been little prior Asia-based research across different jurisdictions comparing student developmental outcomes arising from service-learning. We report two studies that validated the Service-Learning Outcomes Measurement Scale (S-LOMS) by comparing its scores obtained from Hong Kong and Singapore samples. Study 1 employed confirmatory factor analysis, and the results showed that S-LOMS is a reliable measurement instrument for both jurisdictions. Study 2 compared the developmental outcomes arising from service-learning for Hong Kong and Singapore students across the 11 domains of S-LOMS. Investigation of the pretest data (baseline) indicated significantly higher scores for Singapore students on seven domains, which may have reflected greater prior exposure to community service, as compared with the Hong Kong students. Comparisons of pretest and posttest scores through paired sample t-tests indicated that service-learning had significantly greater developmental outcomes in five domains for Hong Kong students as compared with Singapore students. While there were no significant improvements for Singapore students in caring and respect, sense of social responsibility, and commitment to self-improvement, Hong Kong students perceived themselves as having significantly improved in all domains. Possible reasons for the Study 2 results are discussed.
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  Data: 2022
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  Data: EJ1341360
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      – Text: English
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        PageCount: 30
        StartPage: 77
    Subjects:
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Caring
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      – SubjectFull: Social Responsibility
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      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Postsecondary Education
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      – SubjectFull: College Students
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      – SubjectFull: Skill Development
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Reflection
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      – SubjectFull: Problem Solving
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Improvement
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      – SubjectFull: Hong Kong
        Type: general
      – SubjectFull: Singapore
        Type: general
    Titles:
      – TitleFull: Validation of S-LOMS and Comparison between Hong Kong and Singapore of Student Developmental Outcomes after Service-Learning Experience
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