Alessandra Miranda Padilla, Daniela Barrios Cuartas, Luisa F Duque Henao, Edinson A Burgos Arroyo, Jorge E Salazar Flórez
Knowledge About ADHD in Primary Teachers of Public Schools of Sabaneta, Antioquia
Revista Colombiana de psiquiatria (English ed.)
schoolbased servicelearning teaching strategy explicitly links community service academic instruction distinctive traditional voluntarism community service intentionally connects service activities curriculum concepts includes structured time reflection service learning connecting education real world issues allowing students address problems identify may particularly efficacious increases engagement motivates students particular students might respond well traditional teaching methods main objective answer following research question effects service learning academic success neither employed education training neet status post compulsory school personal social skills risk behaviour students primary secondary education grades kindergarten 12 wanted investigate studylevel summaries participant characteristics eg gender age socioeconomic level quality service learning programme identified relevant studies electronic searches bibliographic databases governmental grey literature repositories hand search specific targeted journals citation tracking internet search engines database searches carried november 2019 resources searched october 2020 searched identify published unpublished literature reference lists included studies relevant reviews searched intervention service learning described curriculumbased community service integrates classroom instruction classroom discussions presentations directed writing community service activities included children primary secondary education grades kindergarten 12 general education primary focus measures academic success neet status secondary focus measures personal social skills risk behaviour drug alcohol use violent behaviour sexual risk taking study designs used welldefined control group eligible inclusion studies utilised qualitative approaches included total number potentially relevant studies constituted 13719 hits total 37 studies met inclusion criteria 37 studies analysed 30 different populations 10 studies analysing nine different populations could used data synthesis eighteen studies could used data synthesis judged critical risk bias accordance protocol excluded metaanalysis basis would likely mislead inform five studies provide enough information enabling us calculate effects size standard error one study provide enough information assess risk bias finally two clusters studies used data sets resulting additional three studies use data synthesis metaanalysis outcomes conducted conceptual outcome separately analyses inverse variance weighted using random effects statistical models incorporating sampling variance study variance components study level weights random effects weighted mean effect sizes calculated using 95 confidence intervals carried sensitivity analysis examine impact correcting clustered assignment treatments 10 studies analysing nine different populations used meta analysis united states timespan included studies carried 33 years 1980 2013 average intervention year 2007 average number participants analysed service learning interventions 937 ranging 18 3556 average number controls 927 ranging 20 3395 results three studies could pooled metaanalyses metaanalyses showed weighted average favoured intervention group except pregnancy outcome none statistically significant except weighted average two studies reporting math test results random effects weighted standardised mean difference 009 95 confidence interval ci 002 021 students general grade point average 004 95 ci 008 016 reading 021 95 ci 009 033 math 003 95 ci 010 016 days absent school 013 95 ci 014 040 selfesteem 007 95 ci 004 018 locus control random effects weighted odds ratio 105 95 ci 063 174 pregnancy 096 95 ci 074 125 sexual risk behaviour addition number outcomes reported single study appreciable changes results indicated sensitivity analysis find adverse effects review aimed find evidence effectiveness service learning students academic success personal social skills risk behaviour however evidence inconclusive found randomised controlled trials risk bias included nonrandomised studies high available evidence used data synthesis usbased majority studies available metaanalysis reported limited number outcomes particular reported results students academic success even though outcome collected majority studies used metaanalyses reported implementation problems considerations point need rigorously conducted studies performed outside united states reporting larger number outcomes would natural consider conducting series randomised controlled trial specific allocation implementation highquality service learning guided eight standards 1 meaningful service 2 link curriculum 3 reflection 4 diversity 5 youth voice 6 community partnerships 7 progress monitoring 8 sufficient duration intensity specific attention would also paid stringency terms conducting welldesigned randomised trial low risk bias ensuring sample sizes large enough enable sufficient power