Service-learning: An experiment to increase interpersonal communication confidence and competence

Abstract

Purpose

The purpose of this paper is to test whether engaging in course service-learning projects can impact interpersonal oral communication confidence and skill development beyond that of traditional course research projects.

Design/methodology/approach

Three sections of a university management course were randomly assigned to have a service-learning team project, while the other three retained the traditional research team project. All projects were student-generated. Survey data were collected at the beginning of the semester and at the end four months later.

Findings

Results indicated that service-learning produces greater oral communication self-efficacy. For female students, service-learning projects also increased their interpersonal communication self-efficacy and interpersonal communication competence (but not for males).

Research limitations/implications

The sample was limited to students in a management course, service-learning projects were only completed by groups and the study did not examine outcomes beyond four months. Future research could examine outcomes from projects by individuals, and examine what service-learning components create differing results between men and women.

Practical implications

Oral communication confidence can be bolstered through service-learning. Benefits may depend upon participant characteristics (like gender). Inasmuch as different service-learning projects positively impacted oral communication, students can be given flexibility in the kinds of projects they undertake.

Originality/value

This study answered the widespread calls for empirical data to support the claims of service-learning as a beneficial pedagogical tool. The experimental and measurement design overcame the limitations of some previous research. In addition, the study examined the crucial skill area of interpersonal oral communication.

Citation

McNatt, D.B. (2020), "Service-learning: An experiment to increase interpersonal communication confidence and competence", Education + Training, Vol. 62 No. 2, pp. 129-144. https://doi.org/10.1108/ET-02-2019-0039