A tipping point analysis of service-learning hours and student outcomes. Issue 4 (11th May 2020)

• Record Type: Journal Article
• Authors: Garger, John; Vracheva, Veselina P.; Jacques, Paul
• Is Part Of: Education + training. Volume 62:Issue 4(2020)
• Page Start: 413
• Page End: 425
• Publication Date: 2020-05-11
• Subjects: Service-learning -- Yerkes–Dodson -- Inverted U -- Student outcomes -- Satisfaction -- Course relevancy -- Community involvement; Vocational education -- Periodicals; Occupational training -- Periodicals; Business and education -- Periodicals; 370.113
• DOI: 10.1108/ET-09-2019-0210
• Languages: English
• ISSNs: 0040-0912

Abstract

Abstract : Purpose: Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement. Design/methodology/approach: Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes. Findings: Results suggest that students benefit from service learning up to a certain duration of a service-learning project. Originality/value: This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.