Ratiba ya Mtihani wa Taifa – Darasa la Saba – Necta 2026 | Timetable for Standard Seven – National Exams
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these is the distinction made by Ausubel between “rote” and “meaningful” learning. Learning is the more meaningful, the more the learner actively seeks to make sense of it in terms of things (s)he already knows. “Meaningfulness”, irrespective of the mode of teaching or learning, is the crucial requirement of good learning. Noel Entwistle (1981), drawing on the work of Marton and Saljo (1976), helpfully broadened the idea of meaningfulness through the concepts of “deep active” and “deep passive” learning.
“Deep” refers to an intention by the learner to go to the heart of the meaning of a text or body of information; and “active” and “passive” relate to the extent to which (s)he does or does not seek to understand also the supporting evidence of arguments for the main points. “Deep” approaches are contrasted with “surface” ones, which concentrate on facts, examples and rote learning. Entwistle (1988) reported findings by Marton and Saljo (1976), Dahlgren and Marton (1978), Ramsden (1979) and Laurillard (1979) relating to the influence on university students’ learning approaches of teachers’ expectations and the types of task set. Key points included: