Assessing the Lasting Impact of Co-Curricular Service Learning in Undergraduate Chemistry
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David Jonathan L. Cruz [1] ; Armando M. Guidote Jr. [1] ; Henson L. Lee Yu [2] ; Genejane M. Adarlo [1]
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[1] Ateneo de Manila University
Ateneo de Manila University
Quezon City, Filipinas
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[2] University of Cambridge
University of Cambridge
Cambridge District, Reino Unido
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 5, 2024, págs. 1932-1940
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Existing research primarily examines the impact of structured, credit-bearing service learning in undergraduate chemistry, leaving the potential contributions of co-curricular service learning and its lasting influence on chemistry graduates underexplored. Therefore, this mixed-methods study aimed to assess the lasting impact of co-curricular service learning in undergraduate chemistry by conducting a longitudinal follow-up of past Kimikamahika volunteers and their peers who were not part of this community outreach. Kimikamahika stands for a magical show in chemistry wherein volunteers from a campus organization do a live demonstration of chemistry experiments to a variety of audiences in order to spark an interest in science. A total of 78 participants joined this study, with 54 in the volunteer group and 24 in the comparison group. The findings revealed that co-curricular service learning in undergraduate chemistry, such as Kimikamahika, can help students develop course-related skills, appreciate the real-world application of chemistry, recognize career opportunities, strengthen leadership skills, and deepen community engagement as they seek to address underachievement in science as a social problem. These gains from co-curricular service learning are more evident if students organize the community outreach and render a total of at least 10 h of community engagement. Such findings can inform higher education institutions and educators on how to design effective service learning experiences within and outside the undergraduate chemistry curriculum.
