Ed.D. Educational Leadership
College of Education
Emotional intelligence;Service learning
Elementary and Middle and Secondary Education Administration
This quantitative study addresses emotional intelligence (EI) development, through the implementation of service-learning curricula, in adolescents ages 13-18. An interrupted time series with non-equivalent multi-group design was used for this study. This design included multiple pre-tests, an application of a treatment, and post-tests at varying time interval to eliminate internal invalidity threats due to history and the instrumentation (Gay & Airasian, 2000; Shadish, Cook, & Campell, 2011). In this study, global trait EI scores were used to test the theory that engagement in service-learning can positively impact EI growth in teens in the middle and high school settings. The rationale for selection of this study design is that it is best suited for the collection of empirical data for the purposes of prediction and testing hypotheses (Gay & Airasian, 2000, p. 10). During this study, we exposed teens at two independent sites, one middle school and one high school, to service-learning curricula biweekly over the course of 12 weeks to test our assumption that service-learning can positively affect EI. A cluster sample technique was employed whereby specific groups, not individuals, were randomly selected from clusters of social studies and art course both at the middle and high school sites (Gay & Airasian, 2000, p. 130). This was done as a result of resources available to us and the accessibility of participants. The TEIQue-ASF (Trait Emotional Intelligence Questionnaire - Adolescent Short Form) was used to measure emotional aptitude during the pre and posttest applications. Finally, we employed inferential statistical analyzes to interpret the data collected during this quasi-experiment in order to determine if some conclusions could be expanded to the larger population in terms of EI growth as a result of engagement in service-learning for our target age group (Gay & Airasian, 2000). At a standard alpha value of 0.05, we looked for statistically significant t-test results. We also ran a series of t-tests comparing the differences between Posttest score and Pretest scores for the experimental group, the participants were exposed to the service-learning curriculum, and the control group, those who did not receive instruction in the curriculum. For this companion dissertation, we worked collaboratively to develop the problem and purpose statements, to identify literature to support this study, to define key terminology, and to determine the methodology. Additionally, we individually collected and analyzed data our respective sample site, collaborated on research findings and implications, coauthored service-learning curricula with the teacher participants, and coauthored this final report. Each of our individual worldviews are also included in this report. The coauthorship of this report provides a synthesized and integrated perspective on our findings in terms of service-learning and its impact on EI development for secondary educators, i.e., middle and high school practitioners.
Hanna, Maggy and Treece, Rosetta, "Promoting emotional intelligence in adolescence through service-learning" (2014). Theses and Dissertations. 355.