Open AccessMeasuring the Infusion of Service-Learning on Student Outcomes–The Service-Learning Self-Efficacy Scale on Program Planning Competencies (SL-SEPP)
Author(s) -
SuI Hou
Publication year - 2009
Publication title -
californian journal of health promotion
Language(s) - English
Resource type - Journals
eISSN - 1545-8725
pISSN - 1545-8717
DOI - 10.32398/cjhp.v7i2.2020
Subject(s) - cronbach's alpha , scale (ratio) , reliability (semiconductor) , medical education , psychology , test (biology) , core competency , self efficacy , medicine , clinical psychology , psychometrics , social psychology , quantum mechanics , marketing , business , biology , paleontology , power (physics) , physics
Purpose: Reliable tools on measuring outcomes of service-learning (SL) are scarce. This study aimed to develop and test a service-learning assessment tool to measure students’ perceived self-efficacy on program planning related competencies (SL-SEPP) and an overall SL impact scale. Methods: Students in a core Master of Public Health (MPH) course on program planning participated in the study (n=44). Course-based SL projects were incorporated into the learning process. Data from the baseline survey were used to assess the reliability of the 12-item SL-SEPP, and data from the posttest survey were used to assess the 5-item overall SL impact scale at the end of the course. Results: Data showed satisfactory reliability scores, with Cronbach alpha of .87 for the SL-SEPP and .84 for the overall impact scale. Even with this relatively small sample size, preliminary analyses showed that the SL-SEPP was sensitive to detect meaningful changes of self-efficacy scores after the course. Conclusion: This study provides needed pilot data supporting the reliabilities of the SL-SEPP tool. The study has implications for researchers and educators to apply or adapt this tool to assess student self-efficacy outcomes on program planning competencies.