Service-Learning Processes and Student Learning Outcomes: Evidence from Malaysian Higher Education

Abstract

Higher education institutions have started to use Service-learning as a teaching method which unites academic studies with purposeful community service work (Saeed & Ahmed, 2021). The Service-Learning Malaysia–University for Society program operates in Malaysia through its Service-Learning Malaysia–University for Society program which merges organized community work with academic studies and student evaluation (Yusof et al., 2021). Service-learning programs generate positive results according to past studies but researchers have not studied how service-learning process quality affects different aspects of student learning results in Malaysian universities (Yusof et al., 2020). The research investigates how service-learning activities affect student achievement in Malaysian universities through their participation in the SULAM project. A quantitative cross-sectional survey was conducted with 115 undergraduate students. The research team gathered data through a modified five-point scale version of the Process and Outcomes from Service-Learning questionnaire which features 18 items to assess service-learning activities and 14 items to evaluate student learning results. The research team applied descriptive statistics and reliability analysis and Pearson’s correlation and multiple regression to process the collected data. The research team discovered that students recognized both service-learning activities and their academic achievement at elevated levels. The two scales demonstrated excellent internal consistency, with Cronbach’s alpha coefficients of .957 and .958, respectively. Service-learning processes established a powerful positive connection with all learning outcomes which students achieved. The research team used multiple regression analysis to show that the six service-learning process dimensions explained 69.9% of the total learning outcome variability. The research identified goals and objectives together with reflective activities as main positive predictors but preparation and support reached the level of statistical significance. The research shows that students who achieve success in SULAM need to complete community service work while following well-developed projects which work together with academic programs and reflective practice activities. The study presents data which proves Malaysian universities require better SULAM program development and assessment methods for their higher education institutions.