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Service Beyond the Methods: Integrating Service-learning into Psychology Research Methods
Jessica A. Stansbury, Margaret M. Behlen and Paul J. Pistell
Towson University
Author Note
We would like to thank Dr. Scot McNary and Dr. Geoffrey Munro for their valued
feedback and support through this service-learning project and for their helpful comments on
E-mail: jstansbury@towson.edu
SERVICE-LEARNING IN PSYCHOLOGY 2
Abstract
Servicelearningcanbeusedasaneffectivecoursedevelopmenttoolbecauseitfocuses
onrealworldrelevancebycreatingpersonalinterestincoursematerial.Integratingservice
learningcurriculumintoastandardpsychologyresearchmethodscourse,thecurrentstudy
investigatedtheimpactofanappliedlearningexperiencetoundergraduatepsychologystudents
comparedtoatraditionallystructuredcourse.Contrarytopastresearchinvolvingthe
implementationofservicelearning,studentsenrolledintheservicelearningcoursereported
lowerattitudestowardsthetopicofresearchmethodsthanstudentsenrolledinthetraditional
course.Despitetheseunexpectedresults,studentslevelsofintrinsicmotivationwere
significantlyhigherfortheservicelearningcoursethanthetraditionalcourseforoverall
enjoyment.Inaddition,studentsanecdotallyreportedpositiveexperienceswiththeservice
learningintegrationwithreflectionsrevealingadeepconnectionformedwiththeservice
experience.Thechallengesofservicelearningarediscussed.
SERVICE-LEARNING IN PSYCHOLOGY 3
Service Beyond the Methods: Integrating Service-learning into Psychology Research Methods
Research methods in psychology is one of the most important, yet one of the most feared
critical thinking skills, and empirical writing skills (Brewer et al., 1993) although students
seldom appreciate its career relevance (Johanson & Fried, 2002; Sizemore & Lewandowski,
2009). The course usually engenders high levels of anxiety (Bos & Schneider, 2009;
Papanastasiou & Zembylas, 2008), yet awareness of these obstacles can aide in the development
of more engaging student-centered learning environments that foster collaboration and peer
support (Saville, Zinn, Lawrence, Barron, & Andre, 2008). Service-learning is one technique that
emphasizes student-centered learning and has been incorporated into the course development of
subjects such as research methods and other quantitative content areas (e.g., Chapdelaine &
Chapman, 1999; DePrince, Priebe, & Newton, 2011; Saville, Zinn, & Elliott, 2005).
The National and Community Service Trust Act of 1993 and The National Service-
that integrates meaningful interaction between students and their communities. Additionally,
Goodman, & Swanson, 2003), learning through active participation, extensions beyond the
classroom, and integrations of academic content into a students experience (Cashel et al., 2003;
Kiser, 2007). These characteristics make service-learning distinct from volunteerism, which
service, which focuses on service to the community but does not involve a connection to learning
in an academic setting. Though both volunteerism and community service can lead to meaningful
SERVICE-LEARNING IN PSYCHOLOGY 4
knowledge, and skills towards solving problems within the community (Jacoby, 1996; Conway,
Amel, & Gerwien, 2009; Eyler, Giles, Stenson, & Gray, 2001; Jacoby, 1996; Keyton, 2001).
Service-learning has been used in research methods for a variety of disciplines including
social work (Shannon, Kim, & Robinson, 2012), criminal justice (Hirschinger-Blank, Simons,
Finley, Clearly, & Theorig (2013), human services (Fair, 2007), sociology (Potter, Caffrey, &
Plante, 2003), communications (Keyton, 2001), and psychology (Chapdelaine & Chapman,
engagement, and creating personal interest in the course material. It has been used in college
courses over the years to increase civic engagement, social responsibility, as well as racial and
cultural understandings among undergraduates (Battistoni, 2001; Bringle & Duffy, 1998;
Conway et al., 2009; Jacoby, 1996). Conway et al. (2009) conducted a meta-analysis of the
results suggested that service-learning produces positive changes in academic outcomes and
beliefs, knowledge, and attitudes towards the community. However, when it comes to actual
understanding of the impact it has on students perceived intrinsic motivation and attitudes
human services and social work, criminal justice, sociology, and communications. These
disciplines focus on working within the community after college graduation (e.g., social workers,
juvenile services, law enforcement, journalists), thus, service-learning integration allows for
SERVICE-LEARNING IN PSYCHOLOGY 5
these students to gain field experience, enhance their personal interests, and provides benefits to
Keyton (2001) conducted several case studies with undergraduate communication major
students participating in community-based research with three external organizations with the
primary goal of increasing students research skills. Students worked in research teams with the
external agency over the course of one semester to develop, conduct, and present their findings.
The study revealed that students research skills exceeded their initial expectations and students
found greater utility in research methods. Additionally, Keyton (2001) suggested that redirecting
students preconceived fears and anxieties into completing a real world project would keep
Potter et al. (2013) created a community based research component within a sociology
research methods course to engage students with the course content. Students worked with an
organization to develop strategies that increased services to faculty and campus communities.
Students completed a research project that assessed facultys awareness of the program and
worked with the external organization throughout the project. Course evaluations revealed that
students developed strong relationships with the faculty and peers in the course; however,
students occasionally felt overwhelmed with the coursework at an undergraduate level course.
Overall, they reported learning more about research methods, real world applicability, and the
Service-Learning in Psychology
were from psychology or related disciplines. Undergraduate students often believe psychology is
a field of therapists and clinicians who help those struggling with mental health disorders; rarely
SERVICE-LEARNING IN PSYCHOLOGY 6
do students picture psychology as a science grounded in research (Dunn et al., 2010). In order to
expose students to the importance of research, research methods is a core course requirement for
undergraduate psychology majors and minors. There are many instructional techniques to teach
research including the use of fake data sets, hands on demonstrations, simulated studies (Saville
et al., 2008), and the integration of community based research projects (Chapdelaine &
Chapdelaine and Chapman (1999) co-designed and instructed a research methods course
integrating a community based research project with the local police department. The goal of the
project was to help the police department develop community education and training practices
for a local domestic violence program. Prior to the start of the semester, the instructors and
teaching assistant established the research project and survey measures with the agency. During
the semester, students critiqued the survey, collected data via telephone surveys, and were
required to write an independent empirical report with student generated hypotheses. Students
presented the survey results and summary of findings to the police department at the end of the
semester. Course evaluations and other graded assignments (e.g., final projects) suggested this
struggle often is finding the secret recipe to motivate students to want to learn. Ryan and Deci
(2000) define motivation as the act of being moved to do something, extrinsically and
force. For example, students complete assignments and participate in class because their grade is
SERVICE-LEARNING IN PSYCHOLOGY 7
dependent upon those actions. Intrinsic motivation is doing something because one is propelled
by an internal force. For example, students read a book on social learning because they find it
teacher focused approaches to instruction require the students to assume responsibility for
prescribed instruction, which can hinder any intrinsic motivation the student may feel regarding
the subject matter (Deci, 1971; Ryan & Deci, 2000). When students attitudes towards research
methods courses are already low, one can argue that their levels of intrinsic motivation towards
To increase students engagement and motivation for the course material, there are many
psychology and learning principles that can provide foundational support for various
instructional methods. Recently, scholars have focused on the social aspects of learning, arguing
that traditional schools do not reflect the skills and knowledge students learn outside of a
classroom. This suggests that context is important to the learning interaction between an
individual and their environment (Barab & Duffy, 2012; Dunlap, 1997; Hung & Tan, 2004;
Jarvela, 1996; Lave & Wegner, 1991; Yilmaz, 2011). Learning becomes situated within
experiences, becoming more than just a cognitive process but rather an emotional and social
process (Barab & Duffy, 2012). Resnick (1987) described differences between school learning
(e.g., individual context, emphasizes mental thinking and manipulation of symbols) and real
world learning (e.g., collaborative learning, contextualized reasoning) when designing effective
learning environments. Taken together, these authors suggest incorporating collaborative and
social learning interactions may enhance the real world learning applicability of a classroom
environment, thus providing students with a deeper understanding of the course material.
SERVICE-LEARNING IN PSYCHOLOGY 8
Service-learning can be merged with real world learning through teaching strategies that
include reciprocal teaching techniques such as peer-to-peer mentoring, social and collaborative
learning, and an enhanced learner-teacher relationship (Barab & Duffy, 2012; Palincsar &
Brown, 1984; Rosenshine & Meister, 1994; Tilley & Callison, 2007). Ruben (1999) described
limitations with the traditional learning environment paradigm to include classrooms that are
often predictable, boring, static, and of little capacity to influence affective and behavioral
modeling), reciprocal teaching is one instructional approach that may lead to increase
learners (Brown & Palinscar, 1989; Dunlap, 1997; Palinscar & Brown, 1984); therefore, by
providing a social, collaborative atmosphere among learners invites this conversational tone of
teaching between peers (e.g., college and high school students). Through incorporating Barab
and Duffys (2012) design elements of effective learning environments, reciprocal teaching in
combination with service-learning supports the learner by presenting a challenge and giving
ownership over course work (e.g., teaching and creating lesson plans), creating social interaction,
and providing a real world context to conduct mini research projects. Reciprocal teaching
instruction can also include illustrative examples of course material and feedback to help create
Lastly, reciprocal-teaching models provide students with the opportunity for reflection
(Barab & Duffy, 2012; Brown & Palinscar, 1989; Dunlap, 1997; Rosenshine & Meister, 1994).
Giving students the opportunity to reflect on their learning process and receive feedback from the
SERVICE-LEARNING IN PSYCHOLOGY 9
instructor can help analyze and refine their learning experience. Reflection can be implemented
as a group process, by making cognitions visible and as an individual process, which may help
students reflect more deeply (Dunlap, 1997; Jarvela, 1996; Yilmaz, 2011). Additionally, students
can reflect on the learning experience as teachers to their peers with questions such as, What
does it feel like to clarify concepts to others? and, Do you believe your teaching generated
Community based research is a form of service learning that works with a community
agency, with a predefined need or problem that can be evaluated or researched to help the
agency, while providing a learning experience via research for students (Shannon et al. 2012;
Strand, 2000). There are specific characteristics that accompany this pedagogical approach that
are distinct from service learning to include a research oriented approach to learning that
addresses some need of the community partner (e.g., program evaluation), the research is
developed between the faculty and community agency prior to student involvement, the focus is
on social action or change within the community (e.g., domestic violence awareness) rather than
increased knowledge gain of specific content, and the final project is usually shared with the
research as their service learning component within courses, due to the research component
aligning well with teaching research content (Chapdelaine & Chapman, 1999; Fair, 2007;
Keyton, 2001). Yet, it can be challenging to choose a service-learning project that benefits both
the community partner and the student participants. Challenges in integrating service learning
into higher education courses include the increase workload to students (Potter et al., 2013), the
SERVICE-LEARNING IN PSYCHOLOGY 10
increased workload to faculty and very time consuming process that begins long in advance of
the course (Fair, 2007; Keyton, 2001; Shannon et al., 2012), and the challenge in aligning course
learning objectives and assignments to meet the requirements of service learning in addition to
the requirements of the course (Hirschinger-Blank et al., 2013; McClam et al., 2008).
research methods course and investigated the impact on students attitudes towards course
content and intrinsic motivation in comparison to a traditional research methods course with a
lab component. In order to accomplish both learning goals and objectives, the overall design of
research methods course teaching high school students enrolled in an AP psychology course the
importance of research (i.e., research chapter) over the course of two weeks (i.e., four classes).
undergraduate course teaching one another the best way to teach and deliver course content to
the high school students. In addition, the undergraduates teaching high school students was also
paradigm was used to engage and enhance students learning (Author & Author, 2013) teaching
students about correlational research, data collection, data analysis, and data interpretation. It
was predicted that students enrolled in the service-learning research methods course would have
more positive attitude change regarding the course content compared to students enrolled in a
traditional research methods course. Additionally, students in the experimental research methods
course condition would give feedback on the increased applicability of course material on the
SERVICE-LEARNING IN PSYCHOLOGY 11
real world compared to the control group. We also hypothesized that students enrolled in the
experimental group would show higher levels of intrinsic motivation towards course activities
Method
Participants
Students were upper-level juniors and seniors in a medium-size university enrolled in two
different psychology research methods course required for completion of a psychology major or
minor. The total number of undergraduate students enrolled in both the control and experimental
conditions was 35, with a majority of students being female. However, due to student
withdrawals, the final sample was comprised of 34 students in the experimental service-learning
research methods course (n = 18) and the traditional research methods course (n=17). However,
due to attendance rates sample size varies on the attitude and motivation measures.
Community Partner. For the present study, the community school (CS) chosen was a
public, college preparatory school for at-risk students that focused on technology integration. CS
structured the classes within a semester time frame to mimic college curriculum and offered a
psychology course as an elective. CS provided a similar timeframe and taught a lower level
psychology course that would allow undergraduate students to teach research methods. In
procedures.
Once the community partnership was established, learning objectives of the course
Along with the standard curriculum of a research methods course (e.g., demonstrating mastery of
basic research methods topics), additional learning goals included the following: students
SERVICE-LEARNING IN PSYCHOLOGY 12
teaching and modeling course concepts to high school students, students being instructional
supports to one another (i.e., reciprocal teaching), students designing as well as implementing a
group research project. Service-learning goals included working with at-risk students, individual
Procedure
psychology research methods class that implemented the addition of service-learning into the
course material. The following three sections will address how the course structure was
developed, the students participation as teachers in the course material, and the students
how it was similar and contrast how it was different from the experimental condition.
accommodate the service-learning component prior to the beginning of the course. The course
met once a week for one hour and fifty minute lab, broken into four modules, over the course of
one fall semester (15 weeks). The first two modules focused on learning basic research topics
(e.g., ethics, measurement, validity, sampling), as well as service-learning and civic engagement
definitions, importance, and reflections. The online portion of the course was designed to outline
course content from the textbook, provide discussion board activities, and instruct the group
research projects on how to use correlational and experimental design. The third module
included three weeks interacting with CS and the fourth week included debriefing experiences as
well as working on their research studies. The final module consisted of learning factorial and
order to make the course and transportation to CS more manageable, students were randomly
SERVICE-LEARNING IN PSYCHOLOGY 13
assigned into two teams of nine for the semester. Students named their teams to increase
Students as Teachers. To prepare the research methods students (hereafter, RM) to teach,
it was essential to frontload the course with basic knowledge and hands on activities designed for
RM students to start interacting with each other. Reciprocal teaching began with the instructor
modeling and explaining the groundwork and teaching a lesson plan (e.g., psychology as a
simple lesson plans and activities that taught specific content to the class, with instructional
support as needed. Implementing Palinscar and Brown (1984) conditions of reciprocal teaching,
students designed and taught lesson plans which allowed them to teach comprehension and
learning strategies of the course material which provided a friendly, non-threatening atmosphere
by teaching via dialogue. The instructor guided the students in creating lesson plans, which
included the students creating their own learning activities for the class. As a result, students
become teachers and more importantly, experts, in their content area. Following the two weeks
spent in the classroom teaching students, the third week consisted of the college students hosting
a panel on questions regarding college life and experiences as well as a visit to the University for
the high school students to participate in a variety of upper level psychology courses (e.g.,
Within each team, students were asked to teach in pairs; this increased instructional
support and alleviated additional fears of teaching. Each team was assigned a week and specific
content to cover. For example, team Alpha was responsible for leading the high school students
through designing and conducting a correlational study using Author and Authors (2013) video
game based paradigm, which included creating hypotheses, data collection, and analysis. Team
SERVICE-LEARNING IN PSYCHOLOGY 14
Beta was responsible for teaching the basics of research design including the meaning of
variables, operational definitions, and differences between correlation and experimental designs.
Students prepared for teaching by have a practice run-through during lab time where both groups
would assume the role of teacher and of student as the other group practiced their lesson plan.
Through this process RM students learned and interacted with the course content in depth, which
Students as Researchers. Each team of students had to develop one research question
that related to service-learning and the at-risk students, create a brief survey, collect data, analyze
and interpret results, and write an empirical report. For example, the research questions
investigated during this course were If video game use increased intrinsic motivation of high
school students in the classroom and If at-risk students interaction with college students
changed their perceptions of college. Using a pre-posttest design, each team created five survey
questions (e.g., 10 total) to assess their research question using a 7-point Likert scale, distributing
the surveys on the first and last days with the CS students. Students were required to run
reliability analysis on the survey items, discuss construct validity of the measure, and run a
paired sample t-tests on the data, resulting in a full empirical report. Analysis was conducted as a
class as a teaching opportunity to discuss the limitations and challenges of conducting a study
The Control Condition. Overall, both conditions aimed to standardize the teaching of
the course material. Faculty members with over eight years of teaching experience taught both
conditions (experimental and control) and the content covered by both instructors was the same,
with the removal of the service-learning in the control condition. The traditional course included
the same amount of instructional time and lab time (i.e., 1 hour 50 minutes); however, the lab
SERVICE-LEARNING IN PSYCHOLOGY 15
component included standard lab activities to demonstrate research methods content. The lab
activities included mini research projects of collecting data, analyzing and interpreting results, to
learn various research designs. Both courses included the students designing and conducting one
Dependent Measures. All students were assessed on pre and post attitudes of research
methods. Students intrinsic motivation were assessed at posttest only. Lastly, students final
towards research methods, feelings about research methods, real world applicability, and
the first and last day of both the service-learning course (experimental group) and the traditional
course (control group). This was measured using Sizemore and Lewandowskis (2009) research
and statistics attitude survey. The survey assessed students perceived feelings about research and
statistics, perceived utility of research and statistics, and perceived ability of research and
statistics for both the experimental and the control group using a 7-pt. Likert scale with endpoints
1 = strongly disagree to 7 = strongly agree. In order to focus on the course, we modified the
survey to focus on research methods content only, which consisted of 15 questions ( = .72) and
three subscales. Perceived feelings of the course assessed students overall attitudes towards the
topic of research methods. Perceived utility of the course assessed students perceptions of the
real-world applicability of the course content. Perceived ability of the course assessed students
the following for each subsection: Perceived feelings: I would like to spend less time in school
SERVICE-LEARNING IN PSYCHOLOGY 16
studying research, perceived utility: You can get along perfectly well in everyday life without
research, and perceived ability: I am good at writing papers dealing with research.
Intrinsic Motivation. The Intrinsic Motivation Inventory (IMI; Deci, Eghrari, Patrick &
Leone, 1994) assessed intrinsic motivation in relation to an activity/task. For the experimental
group, the activity was defined as the service-learning experience. For the control group, the
activity was defined as traditional lab activities within the course. The IMI consists of three
subscales. The interest/enjoyment subscale is considered the only scale on the inventory that
directly measures intrinsic motivation such as, I enjoyed doing this activity very much and I
would describe this activity as very interesting. This subscale consisted of seven statements,
with questions three and four reverse coded such that higher scores would reflect higher levels of
enjoyment (IMI; Deci et al., 1994). The other two subscales included the value/usefulness and
the perceived choice subscale. The value/usefulness subscale assessed if students believed the
service-learning was a useful supplement to their course material such as, I believe this activity
could be of some value to me. This consisted of seven statements. The perceived choice
subscale was used to assess how much free choice students felt they had with the activity with
questions such as, I believe I had some choice about doing this activity. This consisted of
seven statements, with questions two, three, four, five, and seven reverse coded such that higher
scores would reflect higher levels of perceived choice. These questions from the above three
subscales were highly correlated ( = .86) thus combined into an intrinsic motivation index for
Results
assessed in a variety of ways to include learning outcomes of the research methods content,
SERVICE-LEARNING IN PSYCHOLOGY 17
students attitude changes throughout the experience and intrinsic motivation. As an additional
measure to make sure sample size did not influence statistical results, bootstrap analyses were
A 2 (Condition: experimental group vs. control group) x 2 (Time elapsed: pre-test to post-
test) mixed ANOVA was computed on the indices of perceived attitudes, perceived ability,
perceived utility from pretest to posttest on the experimental (service-learning course) and
methods revealed a significant interaction in a mixed-subjects design, F(1, 29) = 6.31, p < .05,
= .18. Mean scores differed for each condition based on time by condition interaction, with the
experimental group having significantly lower mean scores (p < .05) from pre-test (M = 3.06, SD
= .16) to post-test (M = 2.71, SD = .16) than the control group pre-test (M = 2.74, SD = .13) to
post-test (M = 2.83, SD = .15). Figure 1 shows the interaction effect for time by trial for both
conditions, with the experimental condition starting at higher mean scores, but decreasing in
attitude satisfaction throughout the course. There were no significant main effects of condition
and time.
interactions or main effects. Students feelings did not change throughout the course.
Students Perceived Utility. The perceived utility index showed a similar effect of
significance for time by condition in a mixed-subjects design, F(1, 29) = 1.33, p < .05, = .04.
The experimental mean scores decreased from pretest (M = 2.40, SD = .65) to post-test (M =
2.11, SD = .83) while the control mean scores increased from pre-test (M = 2.11, SD = .34) to
SERVICE-LEARNING IN PSYCHOLOGY 18
post-test (M = 2.20, SD = .53). Figure 2 shows the interaction effect for time by trial for both
conditions, with the experimental condition having an attitude decrease over time and the control
condition having an attitude increase over time. There were no significant main effects of
condition or time.
Students Perceived Ability. The perceived ability index was significant for time in a
within-subjects design, F(1, 29) = 4.09, p < .01, = .12. The class perceived ability decreased
from pretest (M = 3.01, SD = .51) to posttest (M = 2.87, SD = .56). There were no significant
Intrinsic Motivation
Intrinsic motivation was measured only at posttest for both the experimental and control
group. This was done to assess how the two groups differed on their perceived levels of intrinsic
motivation after completing the research methods course. An independent samples t-test
indicated individuals in the experimental group had higher post-test mean scores (M = 4.51, SD =
.07) on overall intrinsic motivation than the control group (M = 3.82, SD = .29), t(28) = -2.77, p
= .01. The interest/enjoyment index was significant for between-subjects analysis with, F(1, 29)
= 17.03, p < .01, = .37. This suggests students in the service-learning research methods course
traditional research methods course. The indices of value/usefulness (p = .42) and perceived
Learning outcomes were assessed at the end of the semester using the cumulative
percentage for each student, combining this score into a total percentage for both the
experimental and control conditions. An independent samples t-test indicated that individuals in
SERVICE-LEARNING IN PSYCHOLOGY 19
the experimental course had higher mean scores for grade percentage (M = 89.28, SD = 4.14)
Discussion
The current study addressed how service-learning can be integrated into a psychology
research methods course as well as the impact it has on students overall attitudes towards
research methods content, intrinsic motivation, and learning outcomes. With evidence for
collaboration (Saville et al., 2008), it would seem beneficial to integrate this technique into
psychology courses. Yet, this study suggests that service-learning does not positively change
students perceptions regarding perceived utility and ability of research methods content. Overall
research methods attitudes and perceived utility of students in the service-learning course were
surprisingly lower than what was originally predicted. The goal was for students to gain a more
meaningful connection of psychology and be able to apply research to the real world. Yet,
assessment of students attitude changes towards research methods content and their ability to
connect the course material to the real world appeared to fall short of this goal. This is similar to
Sizemore and Lewandowskis (2009) results that found a significant decrease in students
perceived utility in research methods courses and that these perceptions were independent of
knowledge outcomes.
However, despite lower overall attitudes towards research methods content, students in
the service-learning course showed higher levels of intrinsic motivation than the traditional
course, supporting the prediction that service-learning may foster a personal interest in course
content. Higher levels of intrinsic motivation towards the service-learning suggests that having
this component can make students feel more motivated to learn the information and actively
SERVICE-LEARNING IN PSYCHOLOGY 20
(Manning, Zachar, Ray, & LoBello, 2006; Sizemore & Lewandowskis, 2009). Yet, this research
suggests students intrinsic motivation (e.g., interest) is significantly higher than the traditional
course, and the perceived utility remains low. Thus, one could speculate that students are
becoming more realistic about the real world application of research, which could explain the
presence of interest/enjoyment, yet lower perceived utility. It is also plausible that despite the
high ecological validity this study provides, students who participated in the service-learning
course may have selected or remained enrolled in this course because they felt intrinsically
Though the significant difference found in learning outcomes between conditions should
be interpreted with caution, these results support previous research that with the use of reciprocal
teaching (Barab & Duffy, 2012; Palincsar & Brown, 1984; Rosenshine & Meister, 1994; Tilley &
Callison, 2007), students can integrate information and more deeply process it compared to
traditional teaching methods. Reciprocal teaching models that follow cognitive apprenticeship
principles requires students to have the opportunity for reflection (Barab & Duffy, 2012; Brown
& Palinscar, 1989; Dunlap, 1997; Rosenshine & Meister, 1994). Giving students the opportunity
to reflect on their learning process and receive feedback from the instructor (i.e., expert) can help
in analyzing and refining their learning experience. Reciprocal teaching includes switching roles
from student to teacher, thus providing a mentorship role for the learning process. Teaching
within the context of having choices and options available for students can enhance personal
ownership and feelings of autonomy (Black & Deci, 2000). As a result, this can lead to better
learning outcomes of the course material (Deci et al., 1999). Research has supported that
SERVICE-LEARNING IN PSYCHOLOGY 21
autonomy focused learning outcomes have led to better comprehension of the course material
and stronger student engagement in the learning process (Grolnick & Ryan, 1987).
Service-Learning Challenges
To understand what may have led to more negative attitudes and lower perceived utility
ratings in students enrolled in the service-learning course, anecdotal evidence (e.g., students
reflections) helped to provide insight into how a connection was formed between the
undergraduate students and the CS students. Perhaps the added investment students placed in the
social interaction with their peer mentees created an interaction that overpowered the main goal
of integrating research methods as learning tool. The students at CS were at-risk and the RM
students self-reported feeling strongly about their mentorship role and their connection with the
CS students after only five visits. Though this is anecdotal evidence, it is plausible that having a
powerful mentorship role does bring a positive experience for the service aspect of service-
learning, yet if the mentoring relationship overshadows the learning component of the course,
students may lose their ability to focus and relate back to learning objectives of the course. To
support this assumption, limited research assessing professional mentorship relationships with
with youth, mentors reported their role with specifically high-risk youth to be highly challenging.
Contrary to the exceeding challenges, mentors reported having greater levels of self-efficacy,
similar to the students in this study reporting higher levels of intrinsic motivation. Mentors were
the additional training and support from an outside organization. Due to perhaps the added
challenge of interacting with high-risk youth, it is important to consider the context of the
SERVICE-LEARNING IN PSYCHOLOGY 22
community partner when designing a service-learning course as to select a partnership that is not
only mutually beneficial, but also a partnership that will not interfere with the course learning
structure.
It is also possible that the short-term nature of the service-learning experience was not
sought as a worthy enough investment for the CS, thus leading to the challenge of fulfilling both
groups of students learning objectives. Tryon, Stoecker, Martin, Seblonka, Hilgendorf, and
Nellis (2008) addressed the challenges faced by short-term learning outcomes in regards to
service-learning and the community partner relationship. They mention that one of the biggest
challenges for an organization can be the staffing and training, which was specifically relevant to
this project lacking a permanent teacher for the high school class. Yet, they mention that having
implemented service-learning with a specific project, such as the research assignment employed
Overall, the students anecdotally reported that the lack of school organization took away
from their overall experience, but surprisingly reported that they would do it again because they
felt that the CS students appreciated their presence; thus a deeper connection was established
despite these challenges. This deeper connection may be due to the students higher levels of
reported intrinsic motivation towards the course. Having this added mentorship connection
would give students a sense of personal ownership and satisfaction in completing community
Conclusion
This study specifically assessed whether the integration of a service learning component
into a psychology research methods course impacted students attitudes towards research
methods content, motivation, and learning outcomes. This research suggests that there are some
SERVICE-LEARNING IN PSYCHOLOGY 23
service-learning experience that does not over shadow the learning objectives of the course.
More importantly, this research has high ecological validity, which allows us to begin to see the
impact of these instructional methods in the classroom. This is vital for understanding the
advantages and disadvantages of this instructional approach; however, it only begins to touch the
surface. This research suggest that service-learning does not have to be a lengthy process; rather
a well-developed service-learning course can create a meaningful learning experience with only
higher education courses (e.g., cost, time, workload), the end results suggest a rewarding
experience for both the students and the faculty. The biggest challenge may not be the cost and
time investment necessary to create an engaging course, but rather creating lifelong learners who
learn beyond the content of research methods and want to give back to others after the course has
ended. Future research should begin to explore the students perceptions and actual improvement
of skills related to this type of learning experience (e.g., autonomy, competence, relatedness), as
these are key components to intrinsic motivation (Ryan & Deci, 2000). As this research reveals,
student in the service-learning condition reported higher levels of intrinsic motivation towards
the service-learning activities compared to the traditional course lab activities. As educators, it is
important to ask ourselves what we want the students to take away from any course we teach. Is
it to learn content they may disregard upon the end of the semester, or is it to create a learning
environment that can help enhance intrinsic motivation and a love of learning?
SERVICE-LEARNING IN PSYCHOLOGY 24
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Figure 1. Students overall attitudes towards research methods course from pre-test to post-test
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SERVICE-LEARNING IN PSYCHOLOGY 30
Figure 2. Students perceptions of perceived utility towards research methods course from pre-
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= .04.