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This study compares student learning outcomes for 1,500 students enrolled in psychology courses that utilize academic-and cultural-based service-learning and experiential learning (i.e., internships) as primary pedagogical methods. A repeated measures analyses of variance with post hoc Tukey HSD analyses were conducted to measure differences in student learning outcomes from the beginning to the end of the semester for academic-based service-learners (ABSL), cultural-based service-learnersdoi:10.15405/ejsbs.266 fatcat:omcremcxi5bohkprs7v7jrpl34