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Vol. 25. Issue 1.
Pages 45-51 (January - June 2020)
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Vol. 25. Issue 1.
Pages 45-51 (January - June 2020)
Original
Service learning and academic commitment in higher education
Aprendizaje servicio y compromiso académico en educación superior
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Rosa M. Rodríguez-Izquierdo
Universidad Pablo de Olavide (UPO), Sevilla, Spain
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Tables (4)
Table 1. Exploratory factorial analysis of UWES-9
Table 2. Correlations matrix
Table 3. Analysis of reliability and validity of the scale UWES-S-9
Table 4. Means and typical deviations of the pretest and posttest measures in the EG and CG and results of the pretest ANOVAS and posttest MANCOVAS
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Abstract

As a result of the university reform, the challenge for universities is to promote the quality of teaching, for which it is necessary to implement student-centered teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. To date, work on the relationship between service learning (SL) and academic commitment (AC) has been scarce. The aims of this paper are two-fold: to validate the Utrecht Work Engagement Scale for Students (UWES-S-9) and to evaluate the effect of the SL-based methodology on the AC of university students. A quasi-experimental design of repeated pretest-postest measurements with control group was carried out. The sample consists of 342 students, 168 experimental students who participate in SL practices and 174 control students who had not participated in SL. Both groups complete the UWES-S-9 in pretest and postest. The baseline hypothesis was that students who participated in ApS practices would achieve higher levels of AC with their studies. The results verify the existence of significant differences, in favor of the experimental group, in three of the factors that compose the AC: vigor, dedication and absorption. The discussion focuses on the potential value of the SL methodology for improving the AC of university students and paves the way for rethinking the implementation of active teaching methodologies as a key issue for optimising the quality of teaching at university.

Keywords:
Service learning
Academic engagement
Higher education
Active teaching methodologies
Quality teaching
Comparative study
Resumen

A raíz de la reforma universitaria, las universidades tienen como reto impulsar la calidad de la enseñanza para lo que se hace necesario la puesta en marcha de metodologías didácticas centradas en el alumnado. Dichas metodologías requieren del compromiso de los estudiantes con sus estudios con la que no siempre se cuenta. Hasta la fecha los trabajos que abordan la relación entre el Aprendizaje Servicio (ApS) y el compromiso académico (CA) han sido escasos. Este estudio tiene un doble objetivo: validar la estructura factorial del Utrecht Work Engagement Scale for Students (UWES-S-9) y evaluar el efecto de la metodología basada en ApS en el CA de los estudiantes universitarios. Se realiza un diseño cuasi-experimental de medidas repetidas pretest-postest con grupo control. La muestra está compuesta por 342 estudiantes, 168 experimentales que han participado en prácticas de ApS y 174 de control que no han participado en ApS. Ambos grupos completan el UWES-S-9 en el pretest y en el postest. La hipótesis de partida es que los estudiantes que participan en prácticas de ApS alcanzan niveles más altos de CA con sus estudios. Los resultados verifican la existencia de diferencias significativas, a favor del grupo experimental, en tres de los factores que componen el CA: vigor, dedicación y absorción. La discusión se centra en el valor potencial de la metodología ApS para la mejora del CA de los estudiantes universitarios y abre el camino para repensar la puesta en marcha de metodologías de enseñanza activas como una cuestión clave para la optimización de la calidad de la enseñanza universitaria.

Palabras clave:
Aprendizaje servicio
Compromiso académico
Educación superior
Metodologías de enseñanza activas
Calidad de la enseñanza
Estudio comparativo

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