Meaningful Learning among Under Graduate Student-Teachers

Abstract

Learning occupies a very important place in our life. Learning provides a key to the structure of our personality and behaviour. It occurs through listening, reading, observation and experiences.Meaningful learning involves continuous construction of new knowledge and interpretations with previous knowledge. In teacher education programme student-teachers apply various methods and techniques to learn meaningful. There for the aim of the study is to find out the meaningful leaning among undergraduate student-teachers. The investigator applied survey method to collect the meaningful learning behaviour. The size of the sample of the study is 100 second year undergraduate student-teachers from Pondicherry district,among them, 25 were male and 75 were female student-teachers. The data have been collected through administration of the tool-A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is high meaningful leaning among student-teachers. The differential analysis shows that there is no significant difference between male and female as well as urban and rural student-teachers in their meaningful learning. ANOVA results also shows that there is no significant difference among second year undergraduate student-teachers in their meaningful learning with respect to education qualifications and native languages. This pilot study revealed that the second year undergraduate student-teachers are identical and they have same meaningful learning behavior.

How Does the Program Organisasi Penggerak (POP) Improve the Quality of Literacy Learning? An Evaluation Based on A Goal-Oriented Model

“…Meaningful learning is one of the aspects taught in POP training. The implementation of meaningful learning can be realized through learning habits both in the classroom and outside the classroom by instilling knowledge, skills, and behavior [18]. Some aspects that need to be considered in meaningful learning, according to Ausubel: students' initial knowledge, meaningful material related to students' initial knowledge, and the incorporation of meaningful material into students' knowledge [19].…”