Enhancing the learning of volunteer students at the national learning camp: an analysis
DOI:
https://doi.org/10.48017/dj.v11i2.3671Keywords:
student volunteerism, experiential learning, national learning camp, teaching improvement, critical thinkingAbstract
This study explores the improvement in learning among volunteer students who participated in the National Learning Camp (NLC), a structured educational program in the Philippines designed to address fundamental learning gaps. Guided by Constructivist and Experiential Learning Theories (Piaget, 1972; Kolb, 1984), the research employed a mixed-methods approach to assess the development of teaching, communication, and critical thinking skills among the volunteers. Quantitative data were collected through pre- and post-tests using a standardized 10-point scale, while qualitative insights were obtained through focus groups and interviews. The results revealed statistically significant improvements in all domains: teaching skills increased from an average of 5.3 to 8.0, communication from 5.0 to 7.7, and critical thinking from 5.1 to 7.9 (p < 0.001 for all). A thematic analysis of the qualitative data identified key factors that contributed to these gains, including collaborative lesson planning, reflective journaling, peer tutoring, and mentoring. Challenges such as time constraints and classroom management were also observed, but were mitigated through guided experiential strategies. The study concludes that structured volunteer initiatives, such as the NLC, can effectively promote the professional growth of future teachers when combined with intentional reflection and support systems.
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