JIN XUAN

The research process was confusing at first, as we were unclear of the research rationale. We were only informed of the research rationale a few days before submission. As such, we had to redo our literature review, research design and quantitative scales. Hence, we administered the questionnaire scales to our participants on the day of the Service-Learning, instead of before the Service-Learning. It may have affected the results, as the collected data would be inaccurate. After which, data analysis would have less external validity. I realised that one way to avoid this mistake would be to be aware of the research rationale from the start, instead of forming assumptions. This way, there would be ample time to design our research study and administer the questionnaire to our participants punctually.

 

The questionnaire we designed had consisted of quantitative scales and qualitative questions. Qualitative data allowed me to explore the participants’ perspective on Service-Learning. As Service-Learning, reflection, civic responsibility and personal growth are humanities-related subjects, qualitative data provided a more realistic perception of the participants. Hence, their answers came into consideration on whether reflection on Service-Learning develops personal growth and civic responsibility. In contrast, quantitative data provided a clearer and more conclusive view towards the effect of reflection on Service-Learning. The data was easily compared and analysed, especially in this research that used a Within-Subjects design. Ultimately, both quantitative and qualitative data were adopted to give accurate and reliable findings.