University Students’ Feedback about Service Learning in China

Abstract

Objective: Beijing International Studies University (BISU) is one of the universities in China that has adopted service learning in recent years. The current study aimed to examine university students’ feedback about service learning in China, which is highly significant because it will provide evidence for possible ways of curriculum reform and education innovation in China. Study Design: A cross-sectional survey was distributed and collected from students at different age groups in BISU about their feedback on participation and cultivation of civic responsibility, acquisition of knowledge and skills, cultivation of moral values and ethics between March and April 2016. Methodology: Data were collected from university students (n=128) studying at BISU in China using modified evaluation questionnaire. The results of the descriptive and inferential data were examined using Chi-squared and the post-hoc Tuckey’s Honestly Significant Difference (HSD) tests. Results: The response rate was 85.3% (128/150); 24 males and 124 females participated in this research. The average percentage of respondents with agreed feedback was significantly (P<0.0001) higher than respondents with disagreed feedback. Analysis of results of each part of the questionnaire showed that the percentage frequency of respondents with agreed response was significantly (P<0.0001) higher than respondents with disagreed feedback. Conclusion: The study showed that university students have positive feedback on service learning in China. Service learning promoted cultivation of civic responsibility, acquisition of knowledge and skills and cultivation of moral values and ethics. Besides, service learning can be considered as an effective way to eradicate the stigma of examination-oriented education.