The effects of mandatory service-learning

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Research shows that many intellectual and practical benefits accrue to students who participate in well structured service-learning activities. Do the same benefits accrued to students who are mandated to participate? Dr. Fradel conducted a quasi-experimental study of one school district's mandatory high school program. Using a pre- and post course survey design, the study sought to determine if the service-learning instructional programs have a positive impact on student attitudes towards people in their school and community, attitudes towards civic involvement, issues awareness, self-perceived leadership, and problem solving skills. The study also examined whether there were any differences in the impact on students attitudes between high schools using the Issues Based Curriculum and a high school that is using a less formal approach. A quantitative analysis of the matched pretest and posttest mean scores was conducted for the Civic Attitudes and Skill Questionnaire (CASQ) and each of its seven subscales. Data was also examined for the effects of gender and race on student reported attitudes and skills.