Exploring the influence of service-learning in contextualized developmental English classes on students' self-efficacy and persistence

Abstract

More than fifty percent of students who enter community colleges are placed in developmental or formerly known as remedial courses and get demoralized and do not persist. Research has shown that service-learning improves students' academic engagement and motivation to persist. Even though service-learning has been in practice in community colleges, developmental students are seldom offered the opportunity of engaging in service-learning. Moreover, service-learning has not been integrated into a contextualized or content based developmental English course prior to the present study. Therefore, this qualitative multiple case study aimed to explore the influence of service-learning, embedded within a contextualized developmental English course, on students' self-efficacy and persistence. The study is comprised of two cases: a business contextualized class and a healthcare contextualized class, both taught at a large urban community college. The overarching research question for the study was, "How does a service-learning experience, embedded within a contextualized developmental English course influence students' self-efficacy and persistence?" Findings show that service-learning fosters a sense of belief in self and abilities, ultimately leading to better persistence among students. Further, findings showed that the integration of service-learning in a contextualized developmental English course led to students' deeper understanding of the course content and a gain in career related skills. It is recommended that further research compare service-learning in contextualized courses with service-learning in non-contextualized courses and establish a professional learning community for developmental faculty integrating service-learning in their courses.