Claims

Service-learning has a statistically significant positive effect on student learning outcomes (d = .332)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i1 Across 11 quasi-experimental studies comparing service-learning and non-service-learning students, the sample size-weighted mean effect size on student learning outcomes was d = .332. → Jami L. Warren 2012

Evidence

Jami L. Warren 2012

Jami L. Warren. (2012). Does Service-Learning Increase Student Learning?: A Meta-Analysis. Michigan Journal of Community Service Learning. https://quod.lib.umich.edu/m/mjcsl

q3 · i1 · quant-synthesis · r2

Fixed-effects meta-analysis of 11 studies (cumulative N = 2129) comparing service-learning and non-service-learning undergraduates, published or written 1993-2008. The pooled effect was "d = .332" with a 95% CI of .246 to .419, which the author reports as statistically significant and positive.

"All 11 studies reported learning outcomes, and the sample size-weighted mean effect size was d = .332 (95% CI = .246, .419; Z = 7.562; p = .000; N= 2129)."

Discussion

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