The impact of Service-Learning methodology on Psychology students at a Portuguese university
DOI:
https://doi.org/10.21814/rpe.36612Keywords:
Service-Learning; Teaching methodology; Higher education; Psychology students.Abstract
Service-Learning (SL) is a teaching methodology that supports the consolidation of knowledge acquired in the classroom through practical application in community contexts. This study, conducted at a Portuguese university, evaluated the impact of two SL experiences on third-year Psychology undergraduate students (Experimental Group: EG1 = 27; EG2 = 24), compared to a Control Group consisting of first and second-year students (CG = 45), using pre- and post-test assessments. Quantitative results identified differences from pre- to post-test in the EG regarding expectations and valuation of the SL experience, showing an increase. A decrease was also observed in EG1 concerning the personal development dimension of life goals. In the post-test, the CG presented more favorable results than the EG in subscales related to expectations regarding the SL experience (EG) and learning in curricular units (CG), specifically at personal and social justice levels. Qualitative results confirmed that this experience had a positive impact, particularly highlighting aspects related to the relevance of the methodology for oneself and others, as well as its effects on life purpose in terms of happiness, success, and fulfillment. Participants emphasized the personal and professional significance of the experience, namely regarding the possibility of self-knowledge, inspiration, and the definition of future intervention areas. This study reinforces the relevance of implementing this methodology in more educational offerings, associated with new studies that allow for a holistic evaluation of its impact not only on students but also on faculty and the target audiences involved.
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