LEARNING COMMUNITY

Learning Community



Learning Community

Introduction

Begin directly by the title why we propose the learning-community relationship? So this title really is synthetic or metaphorical, if you want it take so because most of all the title suggests a kind of problem that can be the social service and in fact implicitly points to another kind of question is: for what is knowledge, what is the relationship between knowledge and reality, the role of the university and society, points to all this implicitly. Then, inevitably, when we say that we should speak about a topic, the first step is to organize the demand, i.e. what is required of us and what we are asked what we say. Against this, one is to gather all the material that may indicate or may indicate or may clarify this demand has been made. In this way one is informed, well, what are the communities surrounding the university, what kind of learning is done in college, how is some type of learning available in this establishment.

Analysis

We could say that now, when we talk about psychology, we talked about an area in a program area in which there are various objects defined in psychology. Plus, we can say that the contributions of psychoanalysis, linguistics, anthropology, historical materialism, have been contributions have enabled us to observe and allow us to approach each of these elements, be it individual or group, institution or community in a totally different way. I tell them, for example, at one time, I make a complaint, then the first thing that comes into play is the listener. That is, at present one of the main problems is not only what is said or not said in a lawsuit, but who listens to that demand. At this time not to put the viewer into the old field is a methodological and technical and observer in the field how come? Will you be the one listening and going to have to respond to what was said and what is not said when asked a certain thing.

Learning Community has positive impact on students

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

no

9

36.0

36.0

36.0

yes

16

64.0

64.0

100.0

Total

25

100.0

100.0

Gender And High Percentage

Case Processing Summary

Cases

Valid

Missing

Total

N

Percent

N

Percent

N

Percent

Male or female * high percentage

high percentage

116

100.0%

0

.0%

116

100.0%

Male or female * high percentage

high percentageCrosstabulation

Count

Type of living accommodation

Total

Family home

Independently

Male or female

Male

18

40

58

Female

24

34

58

Total

42

74

116

Chi-Square Tests

Value

df

Asymp. Sig. (2-sided)

Exact Sig. (2-sided)

Exact Sig. (1-sided)

Pearson Chi-Square

1.344a

1

.246

Continuity Correctionb

.933

1

.334

Likelihood Ratio

1.347

1

.246

Fisher's Exact Test

.334

.167

Linear-by-Linear Association

1.332

1

.248

N of Valid Casesb

116

a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 21.00.

b. Computed only for a 2x2 table

A chi-square test was carried out to examine for gender and high percentage. (X²= 1.344 , df = 1 , p .246). A person's occupation seems to impact among the high percentage

high percentage and gender.

Learning community reduces students problems

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

no

6

24.0

24.0

24.0

yes

19

76.0

76.0

100.0

Total

25

100.0

100.0

In our case, rather, we have to focus a bit or we have from our own specialty. That specialty is the field of psychology, social psychology, and you want to call and say psychology or social psychology, I leave it in the air, then I will return ...