A longitudinal study on learning of social work students

Abstract

BACKGROUND: This longitudinal study investigates the learning of social work students by employing mixed methods of quantitative and qualitative study design.

AIMS: It aims to understand the learning of students throughout their Undergraduate social work studies.

METHODS: Employing a time-series study design, it uses a structured questionnaire to collect pre, post and interval (every 6 months) data from two cohorts of undergraduate social work students (N=98) to track 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; around one month after collecting the questA longitudinal study on Learning of Social Work Students ionnaires. 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 12 rounds of focus group data (no pre-test data) has been collected.

RESULTS: Results indicate that students’ evaluation on the curriculum was positive and with significant differences in mean scores. Paired sample t-test also found significant positive differences 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.

DISCUSSION / CONCLUSION: Qualitative data echoes the quantitative findings and reveals that students go through the confused and uncertain stage at the beginning, to disillusioned in fieldwork practicum and finally give meaning to their learning experiences upon reflecting on their learning. Based on the findings, the paper reflects on meaning of professional education, and discusses the reflective-action learning and teaching in social work.