國民中學服務學習實施成效與教師增能研究(I)

This study explored the learning outcomes and influencing factors of junior high school students in service learning programs. A total of 559 students (275 boys and 354 girls) who participated in junior high school learning programs subsidized by the Ministry of Education between 2002 and 2003 were recruited as research samples. Among the participants, 199 were Grade-7 students, 366 Grade-8 students, and 63 Grade-9 students. Scales measuring service engagement, program quality, and service learning outcomes were employed as research instruments. The results indicated the following: (a) Direct service was significantly higher for affective engagement, application of knowledge and identification with school, and interpersonal communication and team cooperation, compared with that of community service; for reflection and celebration, direct service was significantly higher than nondirect service and community service. (b) Preparation of service demonstrated a significant positive influence on cognitive engagement, skills engagement, and affective engagement; reflection and celebration significantly positively influenced only affective engagement. (c) Grade of study significantly negatively influenced social concern and civic responsibility, application of knowledge and identification with school, and interpersonal communication and team cooperation, whereas affective engagement demonstrated a significant positive influence; cognitive engagement positively influenced critical thinking and problem solving. Preparation of service significantly positively influenced all learning outcomes. Only social concern and civic responsibility were substantially influenced by reflection and celebration. The explanatory power of all factors for service learning outcome ranged from 33% to 41%. The research results can serve as a reference for schools to design effective programs that enable students to mature and implement civic engagement through service learning.