The Impact of Community-Based Learning (CBL) Toward Preparing Progressive Visual Art Education (VAE) Future Trachers

Abstract

The success of teaching and learning process is essentially depending on how it was carried out. Rooted from an idea to integrates service to the community with classroom learning, the present study is aimed to investigate the impact of Community-based learning (CBL) as a pedagogical strategy towards preparing future teachers. Four main domains, namely academic gain (AG), personal skills (PS), intra-personal development (IS), and local and global citizenship (LC) were outlined in accessing its relationship toward improving Visual Art Education (VAE) future teacher’s academic performance. In addition, the effect of teacher’s hours spends on CBL toward the relationship of those domains was also tested. A total of 60 VAE future teachers, from one public university in Malaysia were the respondents of this study. Descriptive and inferential statistical analysis were employed to analyzed data of the study. The findings have indicated that CBL has improved future teachers’ academic performance, and local and global citizenship. The study also suggests that the future VAE teachers’ hours spend on CBL has influenced the relationship between academic gain, intra-personal development, and local and global citizenship toward their academic performance. It is envisaged that findings from this study have contributed toward understanding the impact of CBL toward future teacher’s training process, especially in VAE subject area. Due to limited published research that examined CBL impact on Malaysian future teachers, it is also hoped that this study has act as a guide for teachers training institutions and the Ministry of Education toward establishing a standard in increasing the supply of qualified teaching in developing countries, as outline in the Malaysian Education Blueprint (2013-2025) and the Sustainable Development Goal.