Service-learning Pedagogy: Traceability to Students’ Academic Performance in Federal Universities in Nigeria

Abstract

The paper investigates the extent of influence of service-learning pedagogy on academic performance among students of Federal Universities in Nigeria with a particular focus on Federal University of Kashere, Gombe, Nigeria. Service-learning is an educational approach that combines classroom instruction with community service that enhances both academic learning and community engagement. It has gained prominence as a means for enhancing student engagement and learning outcomes. Research studies in many universities emphasized the imperative of engaging university students in the transition from the traditional method of learning to a more dynamic approach that involves active learning, teaching, researching and community service, which indeed aids the students' academic performance. A noteworthy strategy in this domain is service-learning, which enables students to apply their knowledge, skills and abilities to address community challenges. Despite being introduced in a few Nigerian universities, service-learning remains a novel concept within the Nigerian educational system. Therefore, the paper seeks to determine the extent to which service-learning influences or affects students' academic performance and contributes to community engagement. Data were collected through secondary data sources and semi-structured interviews with respondents. The result indicates that service-learning programs significantly influence or impact the academic performance of students in Federal Universities in Nigeria. The paper recommends that service-learning should be taught at all levels in all Federal Universities in Nigeria so that the academic performance and community engagement of the students would be enhanced.