# data[].attributes.body
Billig, Shelley, "Research on K-12 school-based service-learning: The evidence builds" (2000). School K-12. 3 https://digitalcommons.unomaha.edu/slcek12/3

Chandler, P. T., Buck, K., & Ferguson, D. (2011). Reclaiming the common good in education: Teaching social responsibility through service learning. Current Issues in Middle Level Education, 16(1), 1–5. Retrieved from http://proxygsu-shal.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1092651&site=ehost-live

Cox-Petersen, A. M., Spencer, B. H., & Crawford, T. J. (2005). Developing a community of teachers through integrated science and literacy service-learning experiences. Issues in Teacher Education, 14(1), 23–37. Retrieved from https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ796418&site=ehost-live&scope=site

Farber, K. A. (2017). Learning by doing: Service learning as a means of personal growth in the middle grades. Current Issues in Middle Level Education, 22(1), 1–9. Retrieved from http://proxygsu-shal.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1151671&site=ehost-live

Farber, K., & Bishop, P. (2018). Service learning in the middle grades: Learning by doing and caring. Research in Middle Level Education Online, 41(2), 1–15. https://doi.org/10.1080/19404476.2017.1415600

Gold, A. U., Oonk, D. J., Smith, L., Boykoff, M. T., Osnes, B., & Sullivan, S. B. (2015). Lens on climate change: Making climate meaningful through student-produced videos. Journal of Geography, 114(6), 235–246. Retrieved from https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1073157&site=ehost-live&scope=site

Lawrence, M. N., & Butler, M. B. (2010). Becoming aware of the challenges of helping students learn: An examination of the nature of learning during a service-learning experience. Teacher Education Quarterly, 37(1), 155–175. Retrieved from https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ872654&site=ehost-live&scope=site

Newman, J. L., Dantzler, J., & Coleman, A. N. (2015). Science in action: How middle school students are changing their world through STEM service-learning projects. Theory Into Practice, 54(1), 47–54. Retrieved from https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1049786&site=ehost-live&scope=site

Richards, M. H., Sanderson, R. C., Celio, C. I., Grant, J. E., Choi, I., George, C. C., & Deane, K. (2013). Service-learning in early adolescence: results of a school-based curriculum. Journal of Experiential Education, 36(1), 5–21. Retrieved from http://proxygsu-shal.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1058748&site=ehost-live

Schukar, R. (1997). Enhancing the middle school curriculum through service learning. Theory into Practice, 36(3), 176–183. Retrieved from http://proxygsu-shal.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ554737&site=ehost-live

Seitsinger, A. M. (2005). Service-learning and standards-based Instruction in middle schools. Journal of Educational Research, 99(1), 19–30. https://doi.org/10.3200/JOER.99.1.19-30

Steinberg, L. D. (2015). Age of opportunity: lessons from the new science of adolescence. Boston: Mariner Books.

The Governor’s Office of Student Achievement. (n.d.). K-12 public schools report card. https://gaawards.gosa.ga.gov/analytics/K12ReportCard.

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Throughout this process I have learned that many teachers are unfamiliar with service-learning and the ways in which it can enrich students' educational experiences. I have found a large amount of research on the impact service-learning has on students' attitudes, but not their academic performance. I look forward to researching this potential impact and educating other teachers on service-learning

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Data will be collected from students' pre- and post-test scores and will be analyzed in SPSS. A one-tailed t-test will be used to determine if service-learning has a statistically significant impact on students' test scores. Other factors to consider will be the number of gifted, SWD, and ELL students in each class as well as students' individual Lexile scores. Students' prior achievement will also be considered when discussing students' scores and the results of this research.

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A quantitative research study will be conducted. 95 eighth-grade students will receive a pre- and post-test on force and motion. All students will be taught by the same instructor. Two of the classes will receive instruction as usual on a seven week unit over force and motion while the other two classes will receive instruction including a service learning project.

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Billig (2000) compiled a list of gains in academic achievement that students experienced due to participation in service-learning activities in school. She found that students showed impressive gains in language arts as well as mathematics.
While there are many articles and research studies that show the many benefits of service-learning, there are definite gaps in the research regarding middle school students specifically. Most research studies are qualitative and lack quantitative data to support the claims regarding enhanced student achievement.

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Shelley Billig explains that “students who engage in service-learning were more likely to treat one another kindly, help one another, and care about doing their best” (2000). Many researchers have noted a connection between service-learning and students’ civic and social responsibilities.
While the impact of service-learning on students’ social and personal development is evident from the research, researchers paint an even clearer picture of the powerful impact service-learning has on students’ engagement and interest in academic subjects and the community (Billig, 2000; Gold et al., 2015; Lawrence & Butler, 2010; Newman et al., 2015; Farber, 2017; Farber & Bishop, 2018; Schukar, 1997).

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A total of thirteen sources were cited throughout the literature review.  Many researchers have explored the impact service-learning has on students' attitude towards school and learning (Billig, 200; Newman et al., 2015), but very little research has been done on the academic achievement of students due to service-learning.
At the core, service-learning is a strategy in which students determine problems or issues within their community and develop a plan within their academic class to solve these community problems (Billig, 2000; Lawrence & Butler, 2010; Newman et al., 2015; Farber & Bishop, 2018; Schukar, 1997; Seitsinger, 2005).

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Does service-learning positively affect middle school students' academic achievement in science?

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A local county's board of education has mandated that educators begin incorporating service-learning in their classrooms. Many teachers within the county have little understanding of what effective service learning looks like or why it is important. I want to research the effect of service-learning on students' academic achievement in middle school science.