本研究旨在探討「服務學習」課程對國一學生學習成效之研究。以宜蘭縣一所國中四個班級143名學生為研究對象，其中二班為實驗組，二班為控制組。實驗組學生接受為期八週，每週90分鐘共計720分鐘的實驗課程處理，控制組則未接受實驗課程處理，而於研究結束後再實施服務學習課程。本研究課程結束時以「服務知能量表」、「國中生對老人態度量表」與「國中生利社會行為量表」作為量化評量工具，並於課程結束後三週進行追蹤後測，所得資料以獨立樣本單因子共變數分析進行統計處理，並參酌「單元回饋表」、「課程總回饋表」與「學生訪談問卷」等作為輔佐資料，以瞭解本研究課程介入的效果。
首先，本研究發現實施服務學習課程對國中學生的服務知能、老人態度與利社會行為等學習成效有立即提升並維持的效果。其次，實驗組學生普遍肯定服務學習課程，對於各單元課程也有很高的正向評價，並認為服務學習課程對個人認知、情意與行為均有幫助，其中以認知與情意的改變居多。最後，根據上述結果，本研究建議教育輔導工作者未來在進行服務學習課程時，應爭取學校社區的支持，並積極與參與者建立伙伴同盟的合作關係，另一方面，也建議在後續研究中可改以服務作為服務學習的開端，並增加對被服務對象的成效評鑑。

The main purpose of this study is to assess the effects of Service-Learning program on knowledge and skills of community service, attitude toward seniors and prosocial behavior for junior high school students. A total of 143 students from a junior high school in Yi-Len County participated in this study, 72 of which were assigned to the experimental group and underwent the Service-Learning program for 8 weeks, 90 minutes per week. The rest of the participants were assigned to the control group and did not receive treatment in the study. The quantitative instruments utilized in examining the effects of Service-Learning program include “Knowledge and Skills of Community Service Inventory”, “Attitude of Junior High School Students toward Senior Citizen Inventory” and “Prosocial Behavior of Junior High School Students Inventory”, and they were administered at the end of the program and 3 weeks later again for follow up. The qualitative data including “feedback questionnaires” and “interview data from students” were also analyzed to
examine the effects of program.
The findings are presented as the following.
1.Participants in the experimental group had a significantly higher average score on the learning outcomes than the control group.
2.Students in the experimental group took positive attitude toward the Service-Learning curriculum. They were not only satisfied with every section of the curriculum but also enjoyed the program, considered it helpful and subjectively believed that the Service-Learning program changed them cognitively and affectively.
The forgoing results were discussed in this study. Some concrete suggestions for instructional application, student guidance and future research were also offered.

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