Can service-learning promote social well-being in primary education students? A mixed method approach
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Otros documentos de la autoría: Chiva-Bartoll, Oscar; Moliner Miravet, Lidón; Salvador-Garcia, Celina
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
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https://doi.org/10.1016/j.childyouth.2020.104841 |
Metadatos
Título
Can service-learning promote social well-being in primary education students? A mixed method approachFecha de publicación
2020-04Editor
ElsevierISSN
0190-7409Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.sciencedirect.com/science/article/pii/S0190740919312228Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Background:
Although service learning (SL) has surged in popularity over the past few years, the literature on SL outcomes in primary education programs is relatively sparse.
Objective:
The main aim of this ... [+]
Background:
Although service learning (SL) has surged in popularity over the past few years, the literature on SL outcomes in primary education programs is relatively sparse.
Objective:
The main aim of this study was to analyse the impact that a SL project carried out in Spain had on the social well-being of primary education students (third to fifth grade).
Methods:
The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasiexperimental design of two non-equivalent groups, using a validated social well-being questionnaire (“Students’ social well-being at school”) that integrated seven factors: cooperation, solidarity, cohesion, coexistence, attitudes towards school, attitudes towards diversity and achievement. A total of 122 students participated in the quantitative part of the study: 54 students (28 boys and 26 girls) composed the experimental group, and 68 students (30 boys and 38 girls) composed the control group. The qualitative approach consisted of five semi-structured individual interviews with the teachers and six student discussions (18 boys and 18 girls).
Results:
The quantitative results provided statistically significant differences for cooperation, solidarity and achievement factors, while the qualitative interpretation complemented this view, reflecting on how learning was developed.
Conclusion:
This SL project seems to be clearly beneficial for primary students’ social well-being, having a moderate impact on variables such as cooperation, solidarity and achievement. [-]
Publicado en
Children and Youth Services Review, 2020, vol. 111Derechos de acceso
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