Problem Identification and Meaningful Service Delivery: Evidence from Community Service Learning in Nairobi, Kenya

Abstract

The purpose of this article is to examine the effect of school problem identification practices on Community Service Learning (CSL) outcomes among public primary school pupils in Nairobi County, Kenya. While CSL is a core component of the Competency-Based Curriculum, limited empirical evidence exists on how the initial problem identification phase influences service delivery outcomes. The study employed an ex post facto research design, collecting data from Grade 7 class teachers across 69 selected schools through simple random sampling and 32 learners sampled for focus group discussions from public primary schools in Nairobi County. Data were analysed using ordered logistic regression to assess the impact of different problem identification methods on CSL outcomes. The findings indicate that, after controlling for teacher and school characteristics, problem identification practices significantly influence service delivery. Projects in which problems were identified collaboratively by learners and community members, or through systematic research, demonstrated higher levels of meaningful service. The study concludes that collaborative and research-driven identification processes enhance project relevance and learner ownership. These findings are significant for educational policymakers, highlighting the need for structured guidelines that promote collaboration between pupils and communities to improve the effectiveness of CSL implementation.