A tipping point analysis of service-learning hours and student outcomes

Abstract

Purpose

Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement.

Design/methodology/approach

Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes.

Findings

Results suggest that students benefit from service learning up to a certain duration of a service-learning project.

Originality/value

This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.

Citation

Garger, J., Vracheva, V.P. and Jacques, P. (2020), "A tipping point analysis of service-learning hours and student outcomes", Education + Training, Vol. 62 No. 4, pp. 413-425. https://doi.org/10.1108/ET-09-2019-0210