Empowering or disempowering: Learning experience of social work students

Abstract

This longitudinal study employs mixed methods of quantitative and qualitative study design to understand the learning experience of social work students throughout their four-year undergraduate studies.

Employing a time-series study design, the study uses a structured questionnaire to collect pre, post and interval (every 6 months) data from two cohorts of undergraduate social work students (N=96) to track their learning outcomes and to evaluate the continuous impacts of social work education on students. Qualitative data collected by focus group interviews has also been conducted at an interval of every 6 months; that is at time around one month after collecting the questionnaire. The qualitative data aims to further understand students’ learning experiences and to identify factors conducive to the success/failure of this learning model and impacts. A total of 16 rounds of survey data and 11 rounds of focus group data (no pre-test data) has been collected.

Results indicate that students’ evaluation on the curriculum was positive and with significant difference in mean scores. Paired sample t-test also found significant positive difference between time 1 and 8 in change of values and acquisition of knowledge. However, there is significant negative difference in the outcome variables of self-esteem and self-efficacy. Qualitative data reveals that although the facilitating classroom learning experiences trigger students’ reflection, the findings reveal disillusion and self-defeating experiences in practicum, give rise to self-doubt and poor self-esteem. Based on the findings, the paper reflects on meaning of competency and professional education, and discusses how social work education can empower our students.