ISSN: 2320-5407 Int. J. Adv. Res.

10(04), 1089-1096

Journal Homepage: -www.journalijar.com

Article DOI:10.21474/IJAR01/14651
DOI URL: http://dx.doi.org/10.21474/IJAR01/14651

RESEARCH ARTICLE
NEXUS OF UNIVERSITY AND COMMUNITY: TRANSFORMATIVE REFLECTION OF STUDENT
VOLUNTEERS

Vernel A. Garma and Gendolf L. Niepes

College Lecturer, University of Cebu-Lapu-Lapu and Mandaue, College of Teacher Education.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History To connect the university and community, this paper aimed to describe
Received: 28 February 2022 how the student volunteers gave meaning to their participation in the
Final Accepted: 31 March 2022 ALS Assistantship Community Extension program. Anchored on
Published: April 2022 Edmund Husserl‟s phenomenology, the researchers explored the
experiences of 8 student volunteers, specifically the student interns,
Key words:-
Transformative Reflection, Community through their written transformative reflection journals. The result
Extension, Phenomenology, Student revealed 50 significant statements that generated 5 themes. These
Volunteers themes emphasize the experience of student volunteers in their
participation in the community extension program of the department as
1.) Recognizing the highs and lows of the volunteers‟ community
experience; 2.) Making strides toward becoming a dedicated individual;
3.) Aligning oneself to the calling of the teaching profession; 4.)
Establishing nodes in the community through camaraderie, and 5.)
Nurturing reflective practices toward excellence. These themes are
further discussed through textural and structural descriptions. A
description of the essence of student volunteers' lived experience is
provided. Results from this paper offered practical insights into
improving the implementation of community extension programs in the
department and ensuring that the volunteers‟ participation truly
enhanced learning.

Copy Right, IJAR, 2022,. All rights reserved.

……………………………………………………………………………………………………....
Introduction:-
One of the major thrusts of higher education complementing instruction and research is the community extension
(Magnaye & Ylagan, 2021). It is a way of translating theory into practice. The university's desire to engage the
community should be thoroughly ingrained in its community extension programs. As far as effective community
extension is concerned, initiatives should have a dualistic goal of strengthening the community while simultaneously
reforming community volunteer leaders (Meier et al., 2012). Because student volunteers are the driving force behind
extension programs, knowing how their experiences shape them is crucial. They may be volunteers now, but they
will become community leaders and professionals in the future, contributing to the betterment of society.

Volunteers are transformed into workhorses and visionaries who aid in social change (Brennan, 2007). They also
acquire significant experiences and benefits as they facilitate social change. According to various studies, volunteers
develop more robust social networks, healthier lives, more interpersonal contacts, and enhanced self-confidence,
self-esteem, and working relationships with others (Schmiesing et al., 2005). Additional skills include studying,
leading, establishing a community, and taking action as part of a group (Sandmann & Vandenberg, 1995). These

Corresponding Author:-Vernel A. Garma 1089

Address:-College Lecturer, University of Cebu-Lapu-Lapu and Mandaue, College of Teacher
Education.
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numerous research on volunteer experiences and learnings support the premise that university-community
involvement over time allows for a more profound and mutual understanding, resulting in a positive impact on
university students and the people in the community (Mercer-Mapstone et al., 2018).

In the context of the community extension program of the College of Teacher Education, volunteers are the vehicles
of the university in helping the Alternative Learning System (ALS) learners who were considered "the last, the least,
and the lost" as they continue their education and have a better quality of life. CTE volunteers for the initiative are
pre-service teachers who will assist ALS students and teachers. Their experiences and engagements with the
beneficiaries before the pandemic were documented through their transformative reflection, which captured their
narrations of how they assisted the community and their learnings. This group of volunteers was able to visit the
various learning facilities and engage with the ALS students and teachers in person for the entire period of the
program. Therefore, it is essential to analyze the learning experiences of these volunteers, as they are an integral part
of Extension programs aimed at improving the quality of life of the community's out-of-school youth.

As a result, this study described and interpreted the volunteers' learning experiences. It revealed and gave meaning
to their experiences. The study's findings were summarized using eidetic insights. In addition, the result has the
potential to improve the program's implementation, community status, and volunteers' quality of life.

Research Objective:-
The study aims to describe the experiences of student volunteers meaningfully on their involvement in the
community extension program using their transformative reflection journal.

Methodology:-
The present research employed a descriptive phenomenological design. This approach focuses on investigating the
ways of perceiving and interpreting experiences (Holstein &Gubrium, 1994). The basic premise of phenomenology
is that knowledge is found in the specific meaning people give their lives and shapes their behavior and beliefs.
Phenomenology is essential in studies that address learning processes, including in community extensions. It has
considerable importance in understanding these processes, and it helps community extension implementors develop
programs to give student volunteers avenues to learn from the community.

One method of gathering data in qualitative research is through reflective journals (Janesick, 1999). The reflective
journal is considered an excellent tool for obtaining a person's thoughts (Cohen et al., 2007). They represent what
happens during the delivery of any program and how participants interpret these processes. Researchers can also use
this information to assess the process's or change's impact or success. Strauss and Corbin (2008) noted that it is
possible to explain phenomena within the research data. The identification of the aspects of the studied phenomena
allows for a better comprehension of its significance as well as the establishment of a reliable data mapping into
categories that are constructed "from" the volunteers' perspective (Guba & Lincoln, 1989)

The present study attempts to learn more about how the student volunteers describe and make meaning to their
experiences in their involvement during the community extension activities based on the information written in their
transformative reflection journals.

Data Gathering:-
The present study focuses on the transformative reflection journals of eight student volunteers in the community
extension program of the college of teacher education. The research was conducted for one semester during the
Assistantship for Alternative Learning System (ALS) implementation. The volunteers tutored the ALS learners who
are out-of-school youth and conducted classes. The volunteers assisted and helped the ALS teachers and learners
weekly during their classes in various community learning centers from the partner school division.

The volunteers were asked to record their transformative reflection journals narrating their experiences during their
assistantship, including their difficulties, successes, and learning insights. The transformative reflection journals
were submitted every week to the community extension coordinators, who read and gave feedback on their
experiences. According to Crème (2005), using journals has several advantages for volunteers. This includes
allowing them to construct questions and reply freely to their thoughts and experiences. Since community

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extensionis not part of the academic requirements of the volunteers, writing in their transformative reflection
journals enables them to express their experiences freely.

Data Analysis:-
Mousataka's (1994) phenomenological data analysis, as cited by Cahapay (2021), was carefully followed. The
researchers looked at the student volunteers' experiences using the phenomenology-specific approach to analyzing
data. With the use of a qualitative data analysis software, MAXQDA 2022, the researchers went through four major
phases of data analysis: a.) identifying significant statements in the transcript from the student volunteers; b.)
classifying the significant statements into themes; c.) synthesizing the themes into a description of the experience
among the student volunteers; and d.) creating a composite description of the essence of the experiences. This data
analysis framework was carefully followed in the writing study‟s results as its process is aligned with the study's
objective, which is to give the meaning of the experiences of the student volunteers in their involvement in the
community extension program.

Results:-
Phase 1: Significant Statements:
The process of horizonalization is the first step in the transcendental phenomenology analysis, in which specific
sentences in the transcripts are found that convey information about the participants' experiences. These key
statements were extracted from the transcripts and provided to the reader for them to gain a better understanding of
the phenomenon (Moustakas, 1994).

Table 1:- Significant Statements.

Significant Statements
“It is my challenge as a future teacher to know the different attitudes of my learners.”
“It is good to be part of this community extension because we shared something good for learners.”
“I am thankful because my mentor gives me this opportunity that will improve my capability in teaching in the
future.”
“I am very happy because I help them, they are very eager to pass their requirements for them to graduate, I can see
their hard work and I believe that they will achieve their goal to graduate and to be professional in the future.”
“My ALS day is one of my favorite days of the week.”
“Through those evaluations, I have encountered and interviewed different kinds of learners with different inspiring
stories...”
"...it is not easy for me as I was tasked to have my demonstration…."
"I gained self-confidence and improved communication skills in the activity…."
“There were learners who carry their baby... we offered to carry the baby so that they will be able to cope with the
lesson properly and answer the activity...”
“It is good to be part of this community extension because we shared something good for learners.”
+ 40 other significant statements
The result shows the 50 significant statements shared by the student volunteers in their transformative reflections.
These statements were subjectively derived from the master transcript. There was no attempt to classify them or
arrange them in any particular order. In the community extension implementation, the researchers mainly focused on
providing the people with the lived experiences of the student volunteers as they participated in the community
extension activities. This horizonalization process generates preliminary notions regarding the participants'
perceptions of the study's relevance. As defined by Moustakas (1994), the horizon is the grounding or condition of
the phenomena that give it a specific character.

Phase 2: Meaning Units or Themes:

The second stage of the analysis eliminates statements that are conceptually redundant and extraneous to the topic of
this work. The researcher then grouped the remaining significant statements into meaning units or themes
(Moustakas, 1994). They are carefully discussed as they situate with the existing literature to explain the lived
experiences of the student volunteers. The result is shown in Table 2.

Table 2:- Meaning Units or Themes.

Theme Sample Supporting Significant Statement
Recognizing the “I am so happy because when we gave them an activity, we saw that they were happy with

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highs and lows of the what they were doing while they learned…."
volunteers‟ “I hope one day that I and the ALS learners will realize our dreams.”
experience “At the very first time, I felt nervous because what if I cannot answer all the questions that
they had in their reviewer."
“It was really a challenge for me and on-the-spot demo discussion was never easy.”

Making strides "I am also thankful because I was allowed to enhance my communication skills as part of
toward becoming a my training…."
dedicated individual “I have been able to handle big responsibilities in the absence of my mentor.”
"While I was teaching, I saw in their eyes that they really want to learn. So, I did all my best
to explain it to them…."
"Every time I go there I always make sure that they learn something from me…."
Aligning oneself to “I was listening from my mentor and I was able to get information out of the discussion and
the calling of the I was able to learn from it.”
teaching profession “I was part of the discussion and I was able to share my knowledge about science.”
“Here, I understand better the beauty of teaching most especially that you can see that they
learn something from you.”
“I was an evaluator, I was there to give an assessment ot the topic they discussed.”
Establishing nodes in "One of them told me that if he has difficulty in Math,, especially in fraction, he will go to
the community our house to have a tutor…."
through camaraderie "I am having fun every time I was there because I learned from them simultaneously they
learn from me…."
"Even though their mobile teacher is not around, they are still listening to us…."
“My student are few but we continue my responsibility to teach them because they are
eager to learn. I realized that to become a good volunteer, inspire the students to encourage
them to continue in the dreams, to give them a meaningful knowledge.”
Nurturing reflective “Community service inspired me to do everything that can help them to have a successful
practices toward life, because education is the key to have a better future.”
excellence "I realized that even if there is a lot of trials in our life as long as there is a willingness in
our hearts, we will conquer those trials and achieve what we want to achieve…."
"I realized that being unprepared will affect your performance…."
"As I was carrying the baby, I realized how hardworking and how they value education…."
Five themes emerged from the process of creating meaningful units or themes. These themes describe the
experiences of student volunteers as 1.) Recognizing the highs and lows of the volunteers‟ experience; 2.) Making
strides toward becoming a dedicated individual; 3.) Aligning oneself to the calling of the teaching profession; 4.)
Establishing nodes in the community through camaraderie, and 5.) Nurturing reflective practices toward excellence.
These are further discussed below.

Recognizing the highs and lows of the volunteers’ experience:-

Community involvement offers multiple facets of a volunteer‟s experience. The people in the community influence
the highs and lows of their emotions. To recognize one‟s emotions is necessary. Once you recognize these emotions,
it will give insights to situate yourself as you adapt to the community culture.

The volunteers recognized these emotions shown in their nervousness, “I felt nervous because what if I cannot
answer all the questions, they had…” as expressed by Volunteer 2. Other volunteers showed happiness and
inspiration as they progressed every week, saying that "I hope one day that the ALS learners and I will realize our
dreams…” as detailed by Volunteer 3. This recognition of emotions entails a better understanding of volunteers‟ role
in the community extension program.

Making strides toward becoming a dedicated individual:-

One of the positive benefits that volunteers reap from involvement in the community extension is by molding them
to be dedicated individuals as they do their tasks in their respective learning community centers.

Many volunteers showed their “best” as Volunteer 4 conducted her teaching demonstration for the ALS learners.
Other volunteers "exerted extra effort" in studying their assigned subjects though they were not aligned with their
specialization. These actions of volunteers depict dedication to their craft.

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Aligning oneself to the calling of the teaching profession:-

Student volunteers are expected to acquire skills ascribed in the beginning teacher indicators of the Philippine
Professional Standards for Teachers. Hence, their experiences in the community call them to respond to the call of
the nobility of the teaching profession.

Many volunteers “understand the beauty of teaching” as Volunteer 6 conducted her teaching demonstration and saw
that learners had learned something from them. Other volunteers reinforce these experiences when they become
learners as they "learned from the mentor's discussion". This situation portrays the student volunteers simultaneously
becoming a teacher and a learner.

Establishing nodes in the community through camaraderie:-

The heart of the community is the people, and the blood that pumps it is the relationship among the people.
Volunteers and community partners should establish rapport as they help one another.

Many volunteers reported that they were able to “get to know more about their learners,” as they were invited and
joined team buildings and discussions, Volunteer 5 disclosed. As weeks went by in their volunteer duties, they
developed “friendships” and “bonds” among the learners. This depicts that learners build rapport and are “able to get
along with them”, Volunteer 1 revealed. Other volunteers also help the learners to focus as they “carried the baby”
of the ALS learner when they took the exam. It can be gleaned that their relationships develop the core value of
camaraderie.

Nurturing reflective practices toward excellence:-

Learning during participation in community extension is manifested when volunteers reflect on their actions and
practices. A reflective experience enables the volunteers to make sense of what they do as they gain insights.

The community “widens” their experience in teaching as Volunteer 7 articulated. Their experience made them
realize the “value of education”, as revealed by Volunteer 8. They consider these experiences as instruments to
become a “better teacher” in the future. These reflective practices enable them to nurture themselves towards the
path of excellence.

Phase 3: Textural and Structural Descriptions:

The researchers present a textural and structural description of the phenomena based on the initial data analysis that
created the themes. The themes are synthesized into a description of the texture. Then the textural description is
evaluated from many perspectives or imagined variations to arrive at a description of the structure (Moustakas,
1994). Discussed in the following are the textural and structural descriptions of the lived experiences of the student
volunteers on their involvement in the ALS assistantship program.

Textural Description:-
The participants used key terms such as “grateful”, “learned”, and “happy” with related terms such as “appreciate”,
“thankful”, and “friends”. One participant described their experiences as “one of the happiest experiences in
college” in which they are “thankful to experience the community extension program of ALS”. The transformative
reflections of one participant revealed that in "I also learned from my mentor and the learners" in community
extension, which reverberates the reflections of other participants that they were also able to “review concepts in
subjects that I already forget”.

Structural Description:-
In their reflections, most of the community extension volunteers narrated that community involvement is a journey
to an unfamiliar place. As time went by, they left a memorable trail in the place in which the experience of being a
student volunteer emerged. The Alternative Learning System as an unfamiliar place is portrayed by one of the
volunteers who highlighted that “at first I did not know what to do”. The leaving of the memorable trail is described
by the participant who said that “It is good to be part of this community extension because we shared something
good for learners”.

Phase 4. The Essence of the Lived Experience:

The textural and structural descriptions of the student volunteers' experiences were incorporated into a compound
depiction of the phenomena using "intuitive integration" (Moustakas, 1994, p. 100). This description serves as the

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framework for the "essence," which encapsulates the meaning ascribed to the volunteers' experiences as expressed in
their transformative reflections. The essence of their experiences is discussed below.

In their experience, volunteers experienced ups and downs as they responded to challenges they met. However,
volunteers learned to adapt to these challenges as they strive to make an impact on the community. As they share
their help, they also established strong relations with the community partners, especially the ALS learners. This
ultimately leads them to have gained lifelong insights from their experiences.

Discussion:-
This phenomenological paper aimed to describe the lived experiences of student volunteers as they write in their
transformative reflections about their involvement with the ALS Assistantship community extension program of the
department. This paper revealed five themes underlying the essence of their experiences.

Ogan (2019), in his study, described that students encountered challenges in the involvement of community
extension with different factors. The first theme describes the recognition of the volunteers of their emotions as they
respond to the different challenges and in their fulfillment after they surpass these challenges as “Recognizing the
highs and lows of the volunteers‟ experience”. (2019)These challenges experienced by the volunteers are being
brought about by adjusting and adapting to meeting new people. However, as time goes by, once they can get to the
ALS learners, they can appreciate the learning benefits they get from their involvement.

In addition, theme 2, "Making strides toward becoming a dedicated individual", expresses the realization of one of
the department's core values, which is dedication and commitment. Laverie and Mcdonald(2007) stress the
importance of the commitment of the volunteers in their participation in community services are instrumental to the
success of programs that also has a profound impact on their development. The volunteers exerting efforts in helping
teach the ALS learners enabled them to learn the value of dedication even if the topics assigned to them by the
mentors are not aligned with their field of specialization.

On the other hand, theme 3, "Aligning oneself to the calling of the teaching profession", enabled the volunteers to
heed to the calling of the institution's core values of alignment where all the activities they are doing, they make sure
that these are geared towards the priorities of their teaching profession. Rubio et al. (2016) emphasized that benefits
are expected among students who participated in the community involvement as these made them experience lessons
relevant to their personal and student lives. As future teachers, doing things connected to their degree program could
provide them with more understanding of their craft and gain real-world or realistic experience with their courses
(Fletcher & Major, 2004). In this way, their experiences provide a relevant learning opportunity for becoming a
future professional.

Furthermore, theme 4," Establishing nodes in the community through camaraderie," shows how the student
volunteers are enabled to connect and establish relationships with the ALS learners and mentors. Karasik(2020)
pointed out that community partners and academe benefit from each other as they engage and work together. This
connotates that with similar goals, the community and the volunteers could build connections and strengthen these
nodes through camaraderie in various community interactions.

Lastly, theme 5, “Nurturing reflective practices toward excellence”, revealed the importance of writing in the
transformative reflection on the pathways toward excellence. Minar et al. (2019) emphasized that doing self-
reflection as students practice enabled them to understand themselves better, contributing to their personal and
professional growth. Applying its implication to the context of community extension participation of volunteers,
volunteers must keep track with the record of their experiences in every community involvement to see if their
participation truly enhanced learning.

Conclusion:-
Anchored on Edmund Husserl's (2010) phenomenology, this study aimed at describing the lived experiences of the
student volunteers on how they give meaning to their involvement and participation in the community extension
program of the department. As documented in their written transformative journals, the phenomenon of volunteer
participation in the community extension program necessitates the need to capture the significance of community

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extension through their lived experience. This paper provides a significant contribution to this particular field of
interest.

The results initially revealed significant statements that generated five emerging themes of student volunteers‟
participation in the department's ALS assistantship community extension program. These themes highlight the
experience of student volunteers as 1.) Recognizing the highs and lows of the volunteers‟ experience; 2.) Making
strides toward becoming a dedicated individual; 3.) Aligning oneself to the calling of the teaching profession; 4.)
Establishing nodes in the community through camaraderie, and 5.) Nurturing reflective practices toward excellence.
In addition, these themes of the volunteer‟s lived experience can be framed within the textural and structural
description of similar expressions and a journey to an unfamiliar place, leaving a memorable trail to that place as
time goes by. These themes and descriptions combine to summarize the essence of student volunteers' lived
experiences as they participated in the department's community extension program.

Through its descriptions of the phenomenon, this study contributes practical knowledge on the involvement of
student volunteers in community extension activities. Several insights can be drawn from the study results to
strengthen and encourage more students from the lower year levels to participate and learn through community
service since most of the volunteers are student interns. This may be done by strengthening the incorporation of
community extension in the curriculum so that they can apply their learning in the classroom to the community. In
addition, it is recommended to refine the mechanisms of self-assessment among volunteers to make sense of their
experiences in the activities and programs they participate in at the university. It is also crucial to capacitate the
volunteers before deploying them to the community so that they will be more ready as they interact and offer their
service. Indeed, a nexus of the university and community can be seen in the volunteers‟ transformative reflection
journals.

It should also be noted that there are limitations in the conduct of the study. While the number of participants is
appropriate based on the design used, it should be taken into account that additional data could still be added, which
may provide additional insights. It is also interesting to know from the perspectives of the community partners,
specifically the ALS learner, about their lived experiences with the student volunteers. Also, it would have been
better to have an interview session with the participants to supplement the reflections written in their journals.

Funding:-
No funding was secured for this study. The researchers receive an incentive from the university the conduct the
study. The university has no role in the analysis of the study.

Conflict of interest:-
Authors have no conflict of interest to disclose

Financial Disclosure:-
The authors have no financial sponsorship relevant to this article to disclose

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