Utilization of service-learning pedagogy in participatory community action research in homeless shelters: quasi-experimental study of student outcomes

The present study examined student outcomes across multiple semesters of service-learning students in a particular course (i.e., Engaged Scholarship for Homelessness: A Service-Learning Course ), which was developed to support the University of Dayton\u27s Common Academic Program. In addition to completing academic requirements, students assisted with the implementation of the Behavioral Activation Research Project in Homeless Shelters. To connect academic learning with experiential learning, service-learning students engaged in reflection exercises throughout the semester. The study, utilizing a quasi-experimental design, examined two hypotheses: Relative to a comparison group of non-service-learning students (n = 29), service-learning students (n = 45) will show pre-to-post-semester (a) improvements in community service self-efficacy and (b) decreases in stigmatizing attitudes toward homelessness. A series of 2 X 2 ANOVAs were employed, each with one between-subjects factor (service-learning vs. non-service-learning students) and one within-iv subjects (repeated measures) factor (pre- vs. post-semester). In support of both hypotheses, the interaction effect was statistically significant, with each set of follow-up t-tests showing statistically significant specific group differences in hypothesized directions. The results are interpreted within the context of past research and theory, while providing recommendations for future research based on the limitations of the present study