Abstract
AbstractService-learning has been adopted in Hong Kong tertiary education for over a decade, yet its developmental outcomes for students have not been systematically researched. One reason for this has been the lack of a standardized and comprehensive outcomes measurement instrument. Based on a review of literature on developmental outcomes arising from service-learning, consultation with local practitioners, and the need for alignment with local educational goals, the Service-Learning Outcomes Measurement Scale (S-LOMS) was developed specifically for the Hong Kong context. A pilot study was undertaken, followed by six studies to test the validity and reliability of S-LOMS. Results indicate that although S-LOMS does not have good divergent validity, it has good content, construct, and criterion validity, and is a reliable tool with high levels of Cronbach’s alpha and test–retest reliability values.KeywordsDevelopmental outcomesScale development and validationValidityReliabilityHong Kong
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
