Developing a Situated Learning Model in Local Context for carrying Community Projects by Preservice Teachers: An Experimental Inquiry
DOI:
https://doi.org/10.5281/zenodo.8424345Keywords:
Situated Learning, Reflections, Accessible, Thematic, Random AssignmentAbstract
Purpose: This study examined the effectiveness of Situated Learning Model which was a self-developed instructional pedagogy in the context of community projects carried out by preservice teachers.
Design/Methodology/Approach: A quasi-experimental design (pretest posttest control group) was opted for determining the effect of SLM Methodology (IV) and the Achievement test (DV). One hundred and ten (N = 110) B.Ed. (pre-service) teachers, as an intact group, from a public sector women university were randomly divided into the control and treatment groups through flip of coin (a random assignment). Once the experimental protocols were completed, the treatment group was exposed to SLM methodology as an intervention whereas the study was limited to the subject of General Science and female students only. The control group received traditional instruction.
Findings: Significant differences were found in achievement test scores of the two groups. Additionally, positive effect was identified in participants' feedback, feelings, and experience about the situated learning by analyzing their reflections through reflective thematic analysis.
Implications/Originality/Value: So it is concluded that preservice teachers may be facilitated to incorporate Situated Learning Model as an instructional strategy for teaching contextual and experiential subjects such as science, geography, mathematics etc.
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