Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning among B.Ed. Student-Teachers

Autor/inn/en	Kumar, A. Ananda; Chellamani, K.
Titel	Effect of Emotive Cognition Strategies on Enhancing Meaningful Learning among B.Ed. Student-Teachers
Quelle	In: Shanlax International Journal of Education, 9 (2020) 1, S.152-162 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kumar, A. Ananda) ORCID (Chellamani, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-2653
Schlagwörter	Cognitive Processes; Emotional Response; Teaching Methods; Preservice Teachers; Teacher Education Programs; Cognitive Development; Intervention; Program Effectiveness; Foreign Countries; Learning Processes; Psychological Patterns; India + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Ausland; Learning process; Lernprozess; Indien
Abstract	The meaningful learning process of an individual is understood separately with his emotional aspect or cognitive aspect. Cognition and emotions are interrelated, and hence in the learning process it requires functions of both the domains. Cognition can be a basis for emotion and the emotional process can have cognitive outcome. Therefore the aim of the study is to examine the effect of emotive cognition strategies on enhancing meaningful learning. The investigator has employed experimental research with a pre-test-post-test-control group design. The size of the sample of the study is 90 first year B.Ed. Student-teachers, 45 in the experimental group and 45 in the control group. The researcher has implemented emotive cognition strategies application in teaching to the experimental group for enhancing their meaningful learning. The data have been collected before and after the intervention through the administration of the tools- A Scale for Assessing the Application of Emotive Cognition Strategies in Teaching and A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is a significant mean difference between pre-test and posttest scores of the experimental group in emotive cognition application and meaningful learning. The experimental group which had intervention scored higher in the post-test in their meaningful learning. In contrast, the control group had the traditional method of teaching received a low score in the post-test. Correlation analysis shows that there is a significant relationship between emotive cognition application and meaningful learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01