Evaluating Experiential Learning in Organizational Behavior: Taking Measure of Student Perception Regarding Group Experience
Roxanne Helm-Stevens and Orlando Griego
DOI : 10.3844/ajebasp.2009.138.140
American Journal of Economics and Business Administration
Volume 1, Issue 2
Problem statement: The purpose of this study was to determine undergraduate student perceptions in the areas of group experience within the context of an undergraduate organizational behavior business class community service assignment. College students, as part of an in-class service-learning project, were assigned to teach business related curriculum to at-risk high school students. Approach: Students, enrolled in the required senior level business course, were then assessed in the following areas: service learning experience and group experience. A multiple-choice questionnaire was administered to undergraduate students in an organizational and administrative behavior class and analyzed for correlations and relationships. The survey was administered in week eleven of a traditional semester and in the last week of the community service project. The survey was comprised of seven questions relating to group experience and one based on the impact of the community service project itself. Results: Significant findings revealed a positive correlation between the group experience and the feelings toward the project. In addition, multiple linear regressions suggested a positive and significant prediction. Conclusion: From the findings, implications for the development of experiential learning projects for use in the college classroom will be discussed. When paired with the results of previous research, the findings of this research can be very useful in developing group based service learning projects at the undergraduate level. Based upon the importance of service learning as an experiential teaching style, it is critical to understand how to better use this vehicle for discovery.
© 2009 Roxanne Helm-Stevens and Orlando Griego. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.