The Study
The purpose of this study was to examine the value of Community Service Learning (CSL) as an instructional methodology. The research questions were: Does CSL "work" to develop content knowledge and skills? Does the amount of learning differ among distinct demographic categories (gender, class level, race/ethnicity, and previous performance levels)? Student journals and pre- and post-test scores compared outcomes from a cohort of Spanish II students in an experimental CSL project with those in the control group, who undertook a traditional book report project. Both groups had the same class instruction and practice. The study was led by Linda Pavian Roberts of the Waverly Community Schools and R. Arden Moon, professor in the Department of Teacher Education at Michigan State University.

The Findings
Cognitive demands of the high school classroom can be met as well with this methodology as with another type of project-learning experience. Although the CSL group scored higher on the post-test than the control group, the difference was not statistically significant. Nor were significant differences found when comparing mean scores among various demographic groups. Except for seniors, students were consistent in their scoring from pre-test average to post-test. Students from the two middle quartiles showed a modest improvement after their CSL experience. Senior scores, however, dropped on the post-test, possibly because seniors were absent from class more than their peers and missed a great deal of instruction and practice. Some students were not able to make connections between their service and academic agendas and balance between content objectives and developing an aesthetically pleasing product. CSL students valued being able to use their Spanish in a real world sense and enjoyed being able to help someone else.

What It Means to You
If school people choose to use CSL as part of their instructional methodology, they need to insure that throughout the process students focus on the two-way connections between the community's need for a quality contribution and their need to have enough content knowledge and skills to deliver one. Teachers can structure reflective journal questions in such a way as to point students in the direction of independent connections between content and experience. Beyond completing a CSL experience by turning in a final report or aesthetically pleasing product, students need to "teach" or defend via discussion or making a presentation of their learning to others.

More Information
Consult Roberts, L.P. and Moon, R.A., "Community Service Learning Methodology and Academic Growth in Secondary School Content Disciplines: An Action-Research Study," (1997), The High School Journal, Feb./March, pp 202-209.

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