Service Learning Dr. Albrecht

Presenting Results 0 The following power point slides contain examples of how information from evaluation research can be presented to audiences. 0 Please note that all of the data was collected in one evaluation project. 0 Examples include 0 Descriptive tables 0 Graphs 0 Quotes taken from focus groups 0 Anova tables 0 Multiple regression tables

Table 33. Evaluation of the Impact of Service Learning Activities in the Following Areas as Perceived by the Service Learning Coordinators in 54 Texas Service Learning Programs NumberPercent Academic Performance of Participants Positive Positive Habits of Participants (i.e., attendance, involvement in school activities) Positive Positive Civic Engagement of Participants Positive Positive Efforts to Make Service Learning a Permanent Part of Institution Positive Positive Organizations That Were Served Positive Positive

Table 34. Descriptive Statistics for Elementary and Middle/High School Service Learning Teachers: Extent to Which Teachers Agree with the Following Statements about the Impact of Service Learning in Their Classroom Elementary Middle/High School NumberPercentNumberPercent Positive Addition to Classroom Learning Agree/Strongly Agree Agree/Strongly Agree Beneficial for the ALL Students Agree/Strongly Agree Agree/Strongly Agree Motivates Students to be Involved Agree/Strongly Agree Agree/Strongly Agree Helps Students Learn Curriculum Disagree/Strongly Disagree Disagree/Strongly Disagree Neither Agree nor Disagree Neither Agree nor Disagree Agree/Strongly Agree Agree/Strongly Agree

Table 36: Descriptive Statistics: Identification and Description of Factors Related to the Success of Service Learning by Middle/High School and Elementary Service Learning Teachers Elementary Middle/High School NumberPercentNumberPercent Benefits for Students Service to Others Service to Others Understanding of Others Understanding of Others Personal Growth Personal Growth Applying Information Applying Information Benefits for Teachers Service to Others Service to Others Involvement with Students Involvement with Students Can See Growth in Students Can See Growth in Students Sense of Accomplishment Sense of Accomplishment

Table 35. Descriptive Statistics for Elementary and Middle/High School Service Learning Teachers: Extent to Which Teachers Agree with the Following Statements about the Impact of Service Learning in Their Classroom Elementary Middle/High School NumberPercentNumberPercent Difficult to Relate to Subject Taught Disagree/Strongly Disagree Disagree/Strongly Disagree Interferes with Academics Disagree/Strongly Disagree Disagree/Strongly Disagree Neither Agree Nor Disagree Neither Agree Nor Disagree Agree/Strongly Agree Agree/Strongly Agree Takes Too Much Time From Class Disagree/Strongly Disagree Disagree/Strongly Disagree Overall Costs Exceed Benefits Disagree/Strongly Disagree Disagree/Strongly Disagree Neither Agree Nor Disagree Neither Agree Nor Disagree Agree/Strongly Agree Agree/Strongly Agree Students Show Little Interest Disagree/Strongly Disagree Disagree/Strongly Disagree

Table 31a. Descriptive Statistics For Elementary and Middle/High School Service Learning Teachers: Extent to Which Teachers Agree the Following Factors Would be Helpful for Future Projects Elementary Middle/High School NumberPercentNumberPercent More Training for Teachers Agree/Strongly Agree Agree/Strongly Agree More Training For Student Leaders Agree/Strongly Agree Agree/Strongly Agree More Motivational Incentives for Students Agree/Strongly Agree Agree/Strongly Agree More Rewards/Incentives for Teachers Agree/Strongly Agree Agree/Strongly Agree

Table 31b. Descriptive Statistics For Elementary and Middle/High School Service Learning Teachers: Extent to Which Teachers Agree the Following Factors Would be Helpful For Future Projects Elementary Middle/High School NumberPercentNumberPercent More Class Time Agree/Strongly Agree Agree/Strongly Agree More Ideas Agree/Strongly Agree Agree/Strongly Agree More Time to Prepare Agree/Strongly Agree Agree/Strongly Agree Better Instructions for Incorporation Agree/Strongly Agree Agree/Strongly Agree Better Instructions to Contact Agencies Agree/Strongly Agree Agree/Strongly Agree More Material Resources Agree/Strongly Agree Agree/Strongly Agree

Table 32: Descriptive Statistics: Identification and Description of Factors Related to the Success of Service Learning by Middle/High School and Elementary Service Learning Teachers Elementary Middle/High School NumberPercentNumberPercent Recommended Changes More Resources More Resources Integration into Curriculum Integration into Curriculum Better Communication Better Communication Wide Involvement Wide Involvement Emphasize Benefits Emphasize Benefits No Change No Change Factors that Would Make It Easier More Resources More Resources Integration into Curriculum Integration into Curriculum Support for Administration Support for Administration Nothing Nothing Better Communication Better Communication

Table 28. Descriptive Statistics for 18 Sub-grantee Service Learning Schools/Districts; Percent of Service Learning Coordinators Who Evaluated the Following Factors as Challenges Faced In Implementing The Service Learning Program Number Percent Yes TransportationSchedulingResourceCoordinationPartners Community Support Parent Support Student Support Teacher Support Administration Support Board Support Teacher Time SubstituteFundingPaperwork/Bureaucracy Other Challenges

Quotes by Students 0 One student claimed that “ It (Service Learning) makes the learning real. ” Another student agreed claming that “ Projects (are) no longer just assignments, now (they) also have intrinsic value. ” 0 As one student put it, “ The students become excited and take over and become the leaders. ”

Quotes by Teachers 0 One teacher believed that Service Learning “ brings out the best in students, even in things they don ’ t realize they were good at. ” Another teacher stated that “ Service Learning is one of the best ways to teach my kids. ” 0 Another teacher believed that “ teachers must be passionate to motivate students. ” 0 A teacher agreed, “ Ownership of the projects makes students care more because they don ’ t like being told what to do. ”

Table 50. Descriptive Statistics for Elementary School Service Learning Students; Evaluation of Their School Experience Pre-TestPost-Test NumberPercentNumberPercent I Can Make a Difference Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree What I Learn In School Is Important Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree I Can Find Information To Solve Problems Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree I Am Good At Leading A Group Project Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree *Wording was changed from positive to negative as a validity check. **Check for pre and post

Table 40. Descriptive Statistics of Elementary Service Learning Students; Attitudes Toward School as Reported on the Pre-Test Survey NumberPercent I Enjoy Learning In The Classroom Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree What I Learn is Important for my Future Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree I Can Use What I Learn In the Classroom To Help Others Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree I Can Find Information to Solve Problems Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree Children are Too Young To Volunteer In The Community Disagree/Strongly Disagree Disagree/Strongly Disagree Agree/Strongly Agree Agree/Strongly Agree

(p<0.0001) CHART 6. Elementary Students’ Perception of the Level to Which They Agree They Can Make a Difference in Their Neighborhood or Town, by Those Who Can and Cannot Tell Someone Else What Their Class Did for a Service Learning Project this Year. CHART 8. Elementary Students’ Perception of the Level to Which They Agree They Believe They are Good at Getting Others to Listen to Their Ideas by Those Who Can and Cannot Tell Someone Else What Their Class Did for a Service Learning Project this Year. (p 0.004)

CHART 9. Elementary Students’ Perception of the Level to Which They Agree They Believe They are Good at Speaking in Front of Groups of People, by Those who Can and Cannot Tell Someone Else What Their Class Did for a Service Learning Project this Year. (p 0.003) CHART 13. Elementary Students’ Perception of the Level to Which They Agree They Want to be Involved in Service Learning Next Year by Those Who Can and Cannot Tell Someone Else What Their Class Did for a Service Learning Project this Year (p<0.0001)

CHART 14. Elementary Students’ Perception of the Level to Which They Agree The Project Helped Them Better Understand Things in Class, by Those Who Can and Cannot Tell Someone Else What Their Class Did for a Service Learning Project this Year (p<0.0001)

CHART 13. High School Students’ Perception of How Good They are at Speaking in Front of Groups, by Whether or Not Students Completed at Least Four Hours of Service Learning (p ) CHART 14. High School Students’ Perception of How Good They are at Leading Groups, by Whether or Not Students Completed at Least Four Hours of Service Learning (p 0.009)

CHART 15. High School Students’ Perception of How Good They are at Being a Leader at School, by Whether or Not Students Completed at Least Four Hours of Service Learning (p ) CHART 16. High School Students’ Perception of the Level to Which They Agree That the Things They learn are Important for their future, by Whether or Not Students Completed at Least Four Hours of Service Learning (p 0.003)

CHART 18. High School Students’ Perception of the Level to Which They Agree That School Work in Meaningful, by Whether or Not Students Completed at Least Four Hours of Service Learning (p<0.0001) CHART 19. High School Students’ Perception of How Good They are at Finding Resources, by Whether or Not Students Completed at Least Four Hours of Service Learning (p 0.005)

CHART 21. High School Students’ Perception of How Good They are at Finding Useful Information, by Whether or Not Students Completed at Least Four Hours of Service Learning (p<0.0001)

Table 53. Percent Rating Their Skills as Very Good or Excellent in Terms of Their Ability to Use Various Resources to Solve Problems by Varying Levels of Participation as Reported by Service Learning Middle/High School Service Learning Students on the Pre- and Post-Test Surveys Pre-TestPost-TestChange Finding Useful Information to Solve Problems Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***67.63%76.79%70.30%64.71%77.15%73.27% -2.92%.36%.36%+2.97% Finding Resources in the Community to Solve Problems Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***42.08%46.51%45.10%44.84%51.24%53.54% +2.76% +2.76% +4.73% +4.73% +8.44% +8.44% Solve Problems Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***73.39%78.05%78.57%72.52%78.83%80.00% -.87% -.87% +0.78% +0.78% +1.43% +1.43% Looking at Media Sources to Solve Problems Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***43.45%45.11%42.57%46.95%52.65%47.52% +3.50% +3.50% +7.54% +7.54% +4.95% +4.95% Using What I learn in School to Solve Problems Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***38.96%46.22%51.96%41.28%56.23%58.42% +2.32% +2.32%+10.01% +6.46% +6.46% *Only students who spent less than 4 hours in Service Learning **Only students who spent at least 4 hours in Service Learning ***Only students who spent at least 11 hours in Service Learning

Table 54. Percent Rating Their Skills as Very Good or Excellent in Terms of Their Leadership Abilities by Varying Levels of Participation as Reported by Service Learning Middle/High School Service Learning Students on the Pre- and Post-Test Surveys Pre-TestPost-TestChange Being a Leader at School Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***49.28%57.49%69.31%52.01%59.89%57.00% +2.73% +2.73% +2.40% +2.40% % % Speaking in Front of Groups Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***40.04%43.97%41.18%39.58%50.42%56.00% -.46% -.46% +6.45% +6.45%+14.82% Getting Others to Listen to My Ideas Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***62.19%65.86%65.69%62.84%67.77%67.68% +0.65% +1.91% +1.91% +1.99% +1.99% Understanding What Others Say Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***77.92%81.35%79.00%78.24%82.97%80.29% +.32%+1.62%+1.29% Leading a Group Project Less than 4 hours* Less than 4 hours* 4 or more hours** 4 or more hours** 11 or more hours*** 11 or more hours***54.89%59.41%56.86%55.51%63.39%62.38% +.62% +.62% +3.98% +3.98% +5.52% +5.52% *All students who participated in Service Learning **Only students who served at least 4 hours in Service Learning ***Only students who served at least 11 hours in Service Learning

Table 55. Average Number of Hours Spent in a Service Learning Project for Elementary Service Learning Students Who Agree Compared to Those Who Disagree With the Following Statements Mean Hours Spent on Service Learning Project Disagree Disagree Agree Agree I Can Stand up for Myself without Putting Others Down I Can Get Others to Listen to Ideas I Can Speak in Front of Others I Can Find Information to Solve Problem I Like Being At School I Can Lead a Group Project I Believe Project Helps Me Better Understand Class I Would Like to Be Involved Next Year I Can Make Difference in Town/Neighborhood School Is Important For The Future * *35.16** 34.84** 34.84** 37.17** 37.17** * *60.10**63.57** 59.32** 59.32**52.45 * p <.05 ** p <.0001 Please Note: Hours were reported by teachers

CHART 2. High School Students’ Perception of How Good They are at Speaking in Front of Groups, by Whether or Not Students Made Decisions About Service Learning Projects (p ) CHART 3. High School Students’ Perception of How Good They are at Getting Others to List to Their Ideas by Whether or Not Students Made Decisions About Service Learning Projects (p 0.011)

CHART 4. High School Students’ Perception of the Level to Which They Agree That They Will Definitely Graduate from College, by Whether or Not Students Made Decisions About Service Learning Projects (p<0.0001) CHART 10. High School Students’ Perception of How Good They are at Solving Problems, by Whether or Not Students Made Decisions About Service Learning Projects (p )

CHART 11. High School Students’ Perception of How Good They are at Finding Useful Information, by Whether or Not Students Made Decisions About Service Learning Projects (p )

Table 57. Mean Index Scores by Student Participation in Service Learning Activities as Reported by Middle/High School Service Learning Students Students Made Decisions YesNo Attitudes Toward Attending College Attitudes Toward School Problem Solving Skills Leadership Skills 7.34*** 7.34***14.60** 11.22*** 11.22***10.89** 6.79*** 6.79***14.13** 10.46*** 10.46***10.34** Students Worked Four Hours or More YesNo Attitudes Toward Attending College Attitudes Toward School Problem Solving Skills Leadership Skills ** 14.73** 11.09*** 11.09*** 11.29*** 11.29*** ** 14.14** 10.27*** 10.27*** 10.55*** 10.55*** Student Participated in Projects Student Participated in Projects One or Less More than One Attitudes Toward Attending College Attitudes Toward School Problem Solving Skills Leadership Skills 6.92** 6.92** 14.14* 14.14* 10.54** 10.54** 10.27** 10.27** 7.14** 7.14**14.51* 10.98** 10.98** 10.78** 10.78** * p<.05 **p< 0.01 ***p<

Table 58. Regression Indices Measuring Possible Outcomes of Service Learning by Teachers ’ Attitude; Structural Characteristics of the Service Learning Program or Project and Students ’ Self Reported Behavior and Attitudes ProblemSolvingLeadershipSkillsLikesSchoolAttendCollege Standardized estimate Teacher ’ s Attitude About Project Student ’ s Predicted Grade Hours Spent on Service Project Student - Number of Volunteer Experiences Total Service Learning Participants in District Level of Community Partner Involvement Quality of Relationships with Teachers Perception that Adult Take Ideas Seriously Perceived Parental Encouragement Average Grades as Reported by Student Number of Reflection Activities Attitude Toward Parents ’ Involvement Grade Level of Student Number of Service Projects Completed If Student Felt He/She Chose Problem Intercept 0.09* 0.09* 0.10* 0.10* 0.11** 0.11** 0.19*** 0.19*** 0.25*** 0.25*** 0.12** 0.12** 0.13** 0.13** 0.19*** 0.19*** ** 0.12** 0.15*** 0.15*** *** 0.19*** 0.09* 0.09* 0.13** 0.13** 0.15*** 0.15*** 0.08* 0.08* * 0.08* 0.34*** 0.34*** ** 0.12** ** 0.12** 0.15*** 0.15*** -0.09** -0.09** ** 0.15** 0.23*** 0.23*** ** -0.14** 0.16** 0.16**

Table 58 (cont). Regression Indices Measuring Possible Outcomes of Service Learning by Teachers Attitude; Structural Characteristics of the Service Learning Program or Project and Students ’ Self Reported Behavior and Attitudes ProblemSolvingLeadershipSkillsLikesSchoolAttendCollege Parameter estimate Teachers ’ Attitude About Project Student ’ s Predicted Grade Hours Spent on Service Project Student - Number of Volunteer Experiences Total Service Learning Participants in District Level of Community Partner Involvement Quality of Relationships with Teachers Perception that Adult Take Ideas Seriously Perceived Parental Encouragement Average Grades as Reported by Student Number of Reflection Activities Attitude Toward Parents ’ Involvement Grade Level of Student Number of Service Projects Completed If Students He/She Chose Problem Intercept 0.30* 0.30* 0.55** 0.55** 0.33*** 0.33*** 0.00*** 0.00*** 0.26** 0.26** 0.49** 0.49** 0.60*** 0.60*** ** 0.70** 0.34*** 0.34*** 0.00*** 0.00*** *** 0.87*** 0.35* 0.35* 0.13** 0.13** 0.66*** 0.66*** 0.30* 0.30* * 0.18* 1.44*** 1.44*** ** 0.10** ** 0.40** 0.45*** 0.45*** -0.19** -0.19** ** 0.23** 0.06** 0.06** 0.38*** 0.38*** ** -0.04** 0.37** 0.37** F statistic R square Adjusted R square 16.22*** 16.22*** *** 25.89*** *** 49.52*** *** 22.29*** *p<.05 **p<.01 ***p<.001

Table 56. Regression Models Measuring Possible Outcomes of Service Learning for Elementary Students By Teachers ’ Attitude; Hours Spent on Service Learning and Whether or Not Elementary Students Understand Service Learning FutureInvolvement Helps Understand Academics Efficacy of Student (a) Standardized estimate Teachers Believe Service Learning Helps Students Learn Project Lasted 4 Hours Understand Service Learning Could Tell Others about Project Intercept 0.08* 0.08* **** 0.27**** 0.18**** 0.18**** *** 0.12*** 0.13*** 0.13*** 0.22**** 0.22**** 0.18**** 0.18**** * 0.09* 0.14*** 0.14*** 0.17**** 0.17**** 0.16*** 0.16*** Parameter estimate Teachers Believe Service Learning Helps Students Learn Project Lasted 4 Hours Understand Service Learning Could Tell Others about Project Intercept 0.10* 0.10* **** 0.56**** 0.38**** 0.38**** *** 0.14*** -0.22*** -0.22*** 0.39**** 0.39**** 0.33**** 0.33**** * 0.39* -0.95*** -0.95*** 1.16**** 1.16**** 1.08*** 1.08*** F statistic R square Adjusted R square 29.71**** 29.71**** **** 25.45**** **** 16.26**** *p<0.05 **p<0.01 ***p<0.001 ****p< (a) Index which includes students ’ feelings about ability to solve problems and interact in groups.