Impact of a Problem-Based Service-Learning course

1. Background

 High School- Vocational Classes
 Practical lessons
 Leadership skills
 Communication skills
 College- Defiance, OH
 Hands-on Learning
 Service
 Career- Teacher and Administrator
 Character Development
 Citizenship

3. Purpose of the Study

 Explore if a problem-based service-learning course would:
 Reduce behavioral incidences
 Impact behaviors reflecting positive character traits
 Be applicable and beneficial to students who are considered behavioral
at-risk
 Add to limited existing high school research conducted on:
 Service-learning
 Character development

4. My Interest in Problem-Based Service-Learning

 Experiential Learning Approach:
 Engaged learning processes
 Hands-on experiences
 Applying academic learning to the real world
 Problem-Based Learning:
 Holistic student learning
 Increased relevance
 Service-Learning:




Communication skills
Teambuilding
Civic engagement
Intrinsic rewards

5. Benefits of Service-Learning

 Author: Cathy Berger Kaye
Service-Learning

6. Literature Review

 Reduction or elimination of instructional time in life skills classes for
whole-child development (Cawelti, 2006).
 Survey of 24,763 high school students reported:
 2/3 of high school students cheated on exams
 1/4 stole from a store within past 12 months
 54% hit someone out of anger with past 12 months
(Britzman & Hanson, 2005)
 Doubling of suspensions and expulsions since 1974 (Planty, Hussar,
& Snyder, 2009).

7. Research Questions

1. Does participation in a problem-based service-learning
course reduce behavior incidents requiring discipline
intervention of junior and senior high school students
considered at-risk?
2. Does participation in a problem-based service-learning
course improve behaviors reflective of positive character
traits of junior and senior high school students considered
at-risk?
3. What do high school juniors and seniors who are
considered at-risk report as the benefits and applications of
problem-based service-learning to their lives?

8. Research Methods

 Mixed methods embedded design:
 Quantitative embedded in qualitative study
 Quantitative method:
 School discipline data (detentions and suspensions)
 Qualitative methods:
 Course assignments
 Observations
 Interviews

9. Research Procedures

 Experimental and control group (refer to page 70)
 Partnering teacher (experimental):
 3 interviews (pre-course, post service-learning, post-course)
 Recording of students’ comments and actions in class
 Teacher, researcher, and administrator:
 Collection of student discipline data (experimental and control)
 Collection of course assignments (experimental)
 Recording of students’ comments and actions at service-learning
sites (experimental)

10. Class Activities

 Guest Speakers
 Role Playing Skits
 Read about Role Models
 Viewed Character Building Movies
 Ethical Dilemma Discussions
 Service-Learning Projects

16. Research Findings
 and 98)
Research Question #1 (refer to pages 97
:
 Experimental Group:
 50 less detentions than previous fall semester
 Mean of 7.8 detentions per student before course intervention
 Mean of 2.8 detentions per student during course intervention
 10 less suspensions than previous fall semester
 Mean of 1.2 suspensions per student before course intervention
 Mean of .20 suspensions per student during course intervention
 Control Group:
 8 more detentions than previous fall semester
 Mean of 1.9 detentions per student in the previous fall semester
 Mean of 2.5 detentions per student during the study
 11 less suspensions than previous fall semester
 Mean of 1.6 suspensions per student in the previous fall semester
 Mean of .40 suspensions per student during the study

17. Research Findings
Continued

Research Question #2:
Students reported and teacher recorded (partnering
teacher and myself) improved behaviors reflective of
positive character traits in:
Attitude
Respect
Empathy
Preparation

18. Research Findings
Continued

Research Question #3:
Students reported benefits and applications of the course
included:
Hands-on learning
Teamwork
Thinking before acting
Communication skills
College and career readiness
Academic learning

19. Implications on Education
Problem-based service-learning can provide:
 Educators with an instructional method for students to meet
common core standards and 21st century learning objectives.
 Students skills to become holistic learners and communicators
in and out-of-class.

20. Literature Contribution

 Added to the limited existing high school research conducted on:
 Service-learning
 Character development
 Proactive method for reducing disciplinary incidences.
 Improvement of behaviors reflective of positive character traits
(attitude, respect, empathy, and preparation)
 Additional method for students to apply learning in real world
setting.

22. Conclusions

 Enhancement of administrator and student relationships.
 Devoted practice for positive character improvement.
 Impacts of reducing behavioral incidences.
 Hands-on and relevant learning to contribute to societal needs.

23. Contacts and Copy of Slide Show

Dr. Nick Neiderhouse
Wayne Trail Elementary Principal
Maumee City Schools
Email: nneiderhouse@maumeek12.org
Phone: (419) 893-2851
Twitter: @NickNeiderhouse
Slide Share:
Dissertation: Available on Ohio Link