The effect of service-learning in developing leadership life skills

Abstract

This study examined the effect of service-learning on the development of leadership life skills in youth. It described whether service learning makes a greater impact than traditional community service activities in the development of leadership life skills. The study also examined possible differences between youth's service experience, their self-perceived leadership life skills, and selected demographic characteristics. The target population for this study was all Texas 4-H members attending the 2001 Texas 4-H Roundup. Participants (N=200) were randomly selected to participate in the study. Participants were assumed to have had past community service experience. Data were collected on June 13, 2001. Random assignment was used to split the 4-H members into the experimental and control groups. The data for this study was collected using an experimental research design with a posttest-only control group and two treatment groups. The groups were as follows: control, reflection, and service and reflection. A written questionnaire was used to assess youths' perceived leadership life skills upon completion of the service-learning model. The major findings of the study were as follows: 1) In general, participants believed their leadership life skills to be high in four of the five leadership life skill subscales; 2) Reflection immediately after service has a significant impact on the development of contributor to community skills; 3) Immediate reflection after community service also has a significant impact on personal leadership development skills; 4) No significant difference occurred between the control and treatment groups on the Effective Team Skills, Being a Self-Directed Learner, and a Creative Problem Solver subscales; 5) Females perceived themselves as possessing more Effective Team Skills than males; and 6) There was a difference between types of community service completed and Contributor to Community subscale scores.