School Practices and Community Service-Learning Outcomes

Reviewing the Nairobi County’s Primary Schools

Abstract

Community Service Learning (CSL) is an educational approach that combines community service with structured learning activities. The CSL has increasingly been recognized as a valuable approach to enhancing learners’ civic responsibility and practical application of knowledge. This article presents the effect of school project implementation practices on community service-learning outcomes among pupils in public primary schools in Nairobi County, Kenya. An ex-post facto research design was used to examine the cause-and-effect relationships. From a population of 225 public primary schools, representative samples of 69 schools, 69 grade seven teachers, and 32 learners were identified. Data were collected using questionnaires and focus group discussions, respectively. Ordered logistic regression analysis was used to fit CSL implementation Practices and their effect on community service learning (CSL) outcomes. The results suggested that when teacher and school characteristics are controlled, the CSL implementation Practices significantly affect the service delivery CSL outcome. It concludes that joint implementation by learners and the community, along with the integration of reflective practices involving learners, teachers, and the community, leads to notable improvements in CSL outcomes.