Layne Case1, Bridgette Schram2, Jaehun Jung3, Willie Leung1, Joonkoo Yun4. 1. College of Public Health and Human Sciences, Oregon State University, Corvallis, OR, USA. 2. School of Public Health, Georgia State University, Atlanta, GA, USA. 3. Northwestern State University of Louisiana, Natchitoches, LA, USA. 4. College of Health and Human Performance, East Carolina University, Greenville, NC, USA.
Abstract
Aim: The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service learning using meta-analysis.Method: A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges' g using random effects, and heterogeneity among effect sizes was assessed with Q and I2 statistics. Results: The overall effect size was positive but small (δ = .41, SE = .05, 95% CI [.33, .50], p < 0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q = 25.71, p < 0.05, I2 = 45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component, and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture, and emphasized the achievement of common goals. Conclusion: The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability.IMPLICATIONS FOR REHABILITATIONAdapted physical activity service learning has positive, yet small, effects on college student attitudes toward disability.Service-learning practitioners should aim to increase autonomy within service learning by providing multiple choices and opportunities to college students, such as a variety of practicum types, locations, and disability populations to choose from.Service-learning practitioners should encourage the development of common goals between college students and people with disabilities and integrate shared activities that are familiar to both groups in order to promote optimal contact conditions and enhance attitude change.Programs that intend to change attitudes toward people with disabilities should incorporate strategies specifically designed to target attitude change.
Aim: The purposes of this study were to examine the effect of service learning on changes in college student attitudes toward disability and identify potential factors to improve the quality of service learning using meta-analysis.Method: A total of 1984 potential studies were identified through 6 different databases and 14 studies met the necessary criteria for quantitative analysis. Effect sizes were estimated as Hedges' g using random effects, and heterogeneity among effect sizes was assessed with Q and I2 statistics. Results: The overall effect size was positive but small (δ = .41, SE = .05, 95% CI [.33, .50], p < 0.05). Additionally, the results confirmed that different programs have different levels of impact on the student attitudes toward disability (Q = 25.71, p < 0.05, I2 = 45.54). Service-learning programs that were part of a course requirement, on-campus, included a lecture component, and emphasized teacher-centered goals had smaller impacts than programs that were voluntary, off-campus, did not include lecture, and emphasized the achievement of common goals. Conclusion: The present analysis suggests that different service-learning programs have different effects, and factors like requirement status and type of involvement may lead to greater changes in attitudes toward disability.IMPLICATIONS FOR REHABILITATIONAdapted physical activity service learning has positive, yet small, effects on college student attitudes toward disability.Service-learning practitioners should aim to increase autonomy within service learning by providing multiple choices and opportunities to college students, such as a variety of practicum types, locations, and disability populations to choose from.Service-learning practitioners should encourage the development of common goals between college students and people with disabilities and integrate shared activities that are familiar to both groups in order to promote optimal contact conditions and enhance attitude change.Programs that intend to change attitudes toward people with disabilities should incorporate strategies specifically designed to target attitude change.
Entities:
Keywords:
Experiential learning; disability; hands on experiences; practicum; university
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