Effects of Service-Learning on Kinesiology Students' Attitudes Toward Children With Disabilities

Authors

José Santiago, Sam Houston State University
Jihyun Lee, San Francisco State University
Emily Roper, Sam Houston State University

Document Type

Article

Publication Date

January 2016

Publication Title

Journal of Higher Education Outreach & Engagement

Volume

20

Issue Number

2

First Page

109

Last Page

126

Disciplines

Kinesiology | Service Learning

Abstract

Contact theory (Allport, 1954) served as the framework to investigate undergraduate kinesiology students’ attitudes toward children with disabilities after a service-learning (SL) experience. Fifty-one undergraduate kinesiology students enrolled in an adapted physical education (APE) course served as the experimental group, and 31 undergraduate kinesiology students enrolled in an introductory kinesiology course served as the control group. The Attitudes Toward Disabled Persons Scale–Form A (Yuker, Block, & Younng, 1970) was administered at three different times: before, during, and after the SL. A mixed-design ANOVA revealed that there were no statistically significant main or interaction effects for gender, group, and time on the attitude scores of kinesiology students toward children with disabilities. The results suggest that the quantity and quality of contact time with children with disabilities may be important to consider when designing and structuring SL experiences in APE courses.

Comments

This article originally appeared in Journal of Higher Education Outreach & Engagement, 20, 2, 2016. ©2016 University of Georgia. This work can also be found online at this link.

Recommended Citation

José Santiago, Jihyun Lee, and Emily Roper. "Effects of Service-Learning on Kinesiology Students' Attitudes Toward Children With Disabilities" Journal of Higher Education Outreach & Engagement (2016): 109-126.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.