Understanding the role of participation in volunteer community service on GED preparation students

Abstract

This qualitative inquiry sought to understand the influence of participation in volunteer community service on GED preparation students in rural Georgia two-year colleges. The following three research questions were used in interviews with GED preparation students to explore the issue: 1. What did students learn by participating in volunteer community service? 2. How do students view learning after participating in volunteer community service? 3. How has volunteering affected their civic engagement? Eleven interview participants were students in three GED programs who were involved in volunteer community service projects under the guidance of their teachers. Research was conducted through the use of tape-recorded interviews. Three major findings emerged from this study: (a) The students learned about community needs and their personal power to help meet those needs, (b) they became aware of their personal learning style and became more motivated to learn, and (c) they became more aware of and engaged in civic issues. Three important conclusions can be drawn from the findings: 1. GED teachers can use volunteer community service as an instructional tool 2. GED teachers who involve their students in volunteer community service should engage them in formal reflection for maximum learning 3. Including volunteer community service in GED preparation instruction would have implications for state and federal policies. An understanding of the interview participants’ responses can expand the knowledge of best practices in GED preparation instruction.