A Kirkpatrick Evaluation of Learners’ Transformation and Societal Outcomes in Credited Co-Curricular Courses with a Service-Learning Approach

Abstract

This paper presents learners’ perspectives as the primary evidence for evaluating Service-Learning Malaysia – University for Society (SULAM) initiatives. Drawing on multiple projects implemented at SMK Mura Tuang, Kota Samarahan, the Kirkpatrick Model (Reaction–Learning–Behaviour–Results) was applied to capture learners’ perspectives in a structured and replicable manner. Unlike conventional evaluations that focus only on participation or satisfaction, this study highlights the learners’ perspectives in terms of softskill development, change of behaviour, and perceived societal outcomes, specifically on sustainability awareness and community benefit. Data was collected through a questionnaire survey from the students who participated in the service-learning activities. The questionnaire was designed to align activity-specific outcomes with Kirkpatrick’s levels, supplemented by open-ended questions to document authentic learner reflections. Data indicate strong evidence of growth in communication and collaboration skills, greater readiness to engage in responsible social practices, and a heightened awareness of a few notable UN_SDG, e.g. SDG12 & SDG13. The contribution of this study is twofold: i) pedagogical, i.e. offering a structured evaluation model that makes learner transformation visible; (ii) practical, i.e. providing a replicable toolkit for diverse servicelearning contexts. This approach demonstrates how learner-centred evidence can drive institutional benchmarking, enhance the credibility of SULAM, and amplify its impact on both learners and society.