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Bridging academic writing with servi...

Johnson, Karen Gabrielle.

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Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course./
Author:	Johnson, Karen Gabrielle.
Description:	304 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0067.
Contained By:	Dissertation Abstracts International71-01A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3389891
ISBN:	9781109569889

Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course.
Johnson, Karen Gabrielle.

Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course. - 304 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0067.

Thesis (Ed.D.)--Liberty University, 2010.

The purpose of this study was to determine if there was a significant difference between students who completed a service-learning component and those who did not complete a service-learning component in the areas of student achievement of learning outcomes and perceptions of the course. Proponents of service-learning claim that students write higher quality papers and are more engaged, motivated, and satisfied when they complete a service-learning component. However, these findings are largely based on anecdotal and qualitative evidence that lack empirical evidence to strengthen these claims. This study employed a quasi-experimental design using static group comparison to measure differences between the groups. Student perceptions of the course were measured by the Academic Writing Student Perceptions Scales that demonstrated high reliability through Cronbach's alpha. Assessment of learning outcomes was accomplished by evaluating students' academic papers with the Learning Outcomes Assessment Rubric. To compare the groups, t-tests for independent samples and Cohen's d were utilized to determine significant differences and the effect size. Results indicated significant differences in student perceptions and in the achievement of learning outcomes. Medium effect sizes were found in student perceptions and large effect sizes were demonstrated in achievement of learning outcomes. These findings provide empirical evidence of the positive effect that a service-learning component has on an academic writing course. Implications for practice, recommendations for future research, and a call for more empirical studies in composition are also included in this study.

ISBN: 9781109569889Subjects--Topical Terms:

1018115
Education, Language and Literature.

Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course.
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020 $a 9781109569889
035 $a (UMI)AAI3389891
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100 1 $a Johnson, Karen Gabrielle. $3 1680536
245 1 0 $a Bridging academic writing with service-learning: Measuring student perceptions and learning outcomes of an academic writing course.
300 $a 304 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0067.
500 $a Adviser: Matthew D. Towles.
502 $a Thesis (Ed.D.)--Liberty University, 2010.
520 $a The purpose of this study was to determine if there was a significant difference between students who completed a service-learning component and those who did not complete a service-learning component in the areas of student achievement of learning outcomes and perceptions of the course. Proponents of service-learning claim that students write higher quality papers and are more engaged, motivated, and satisfied when they complete a service-learning component. However, these findings are largely based on anecdotal and qualitative evidence that lack empirical evidence to strengthen these claims. This study employed a quasi-experimental design using static group comparison to measure differences between the groups. Student perceptions of the course were measured by the Academic Writing Student Perceptions Scales that demonstrated high reliability through Cronbach's alpha. Assessment of learning outcomes was accomplished by evaluating students' academic papers with the Learning Outcomes Assessment Rubric. To compare the groups, t-tests for independent samples and Cohen's d were utilized to determine significant differences and the effect size. Results indicated significant differences in student perceptions and in the achievement of learning outcomes. Medium effect sizes were found in student perceptions and large effect sizes were demonstrated in achievement of learning outcomes. These findings provide empirical evidence of the positive effect that a service-learning component has on an academic writing course. Implications for practice, recommendations for future research, and a call for more empirical studies in composition are also included in this study.
590 $a School code: 1052.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 71-01A.
790 1 0 $a Towles, Matthew D., $e advisor
790 1 0 $a DelliCarpini, Dominic F. $e committee member
790 1 0 $a Veak, Tyler J. $e committee member
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791 $a Ed.D.
792 $a 2010
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