Confirmatory Factor Analysis for a Service-Learning Outcomes Measurement Scale (S-LOMS)

Authors

DOI:

https://doi.org/10.18060/23920

Keywords:

Service-learning, Hong Kong, student developmental impacts, measurement instruments

Abstract

Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived developmental outcomes for students, partly due to the lack of a reliable measurement instrument across course disciplines and types of service-learning. This study validated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis (CFA) with data from 629 students. S-LOMS measures self-perceived student development through 56 items, which cover outcome domains under four overarching categories: knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. Alternative measurement models were compared in this validation exercise, with the results indicating that although a model with 11 domains and without overarching categories was preferred, there was also support for a model with 10 domains subsumed under the four abovementioned overarching categories. Multi-sample analyses indicated that both models were stable across gender. The practical implication of our findings is that for the purpose of measuring the developmental impacts on students of engaging in service-learning, S-LOMS offers investigators a number of options besides using the entire 56-item scale. Some administrative options are described at the end of the paper.

Author Biographies

Ka Hing LAU, Lingnan University

Ka Hing LAU majored in M. Phil Psychology and is working for the Office of Service-Learning of Lingnan University. He has years of experience conducting both academic and business research, on various topics including social psychology, human capital, market research, scale development, public opinion poll, and service-learning. His current projects include establishing service-learning impact measurement instruments, promoting STEM education in service-learning, and facilitating innovation and entrepreneurship in liberal arts education

Robin Stanley SNELL, Lingnan University

Robin Stanley SNELL is a professor in the Department of Management of Lingnan University in Hong Kong, his research interests include service-learning, service leadership education and practice, qualitative approaches to organizational behaviour research, organizational learning, business ethics, corporate social responsibility, and creating shared value. He has completed several competitively funded research projects. Prof. SNELL has also conducted consultancy projects in public sector organizations, and he has run workshops on business ethics for senior managers in the private sector

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Published

2020-08-14