A Study to Compare Relationship between Situated Learning Model Methodology and Reflective Insight of Community Projects Carried Through Preservice Teachers from Public Sector Universities

Abstract

This research explores the relationship between the Situated Learning Model Methodology (SLM) and Reflective Insight in community projects undertaken by preservice teachers from public sector universities. Adopting a sequential explanatory design, data was collected over a semester in two phases from 66 participants at a public sector university in Lahore, Punjab, Pakistan. Quantitative analysis, utilizing an independent sample t-test, preceded the integration of qualitative data. Pearson’s correlation identified a significant relationship between the multidimensional SLM and reflections, revealing variations in preservice teachers' reflections on knowledge, disposition, and attitude. The study advocates for the adoption of SLM methodology, aligning with Krathwohl's recommendation for realistic explanations in real-life settings.