A Qualitative Assessment of the Impact of a Service-Learning Course on Students' Discipline-Specific Self-Efficacy

Abstract

Investigators employed a multi-method qualitative approach to determine the impact of a service-learning course on students’ discipline-specific self-efficacy. The majority of students reported an increase in discipline-specific self-efficacy after participating in this service-learning course. Analysis resulted in three major themes: (1) constructive criticism and self-reflection improve self-efficacy; (2) experience breeds confidence; and (3) service-learning encourages students to obtain more knowledge and experience in areas of deficiency after the service-learning experience.