THE LEARNING PROCESS

Table of Contents
 TYPES OF LEARNING
 THE TESTS OF LEARNING
 OTHER KINDS OF LEARNING
 THEORIES OF LEARNING
 THEORIES OF THE TRANSFER OF TRAINING OR LEARNING
TYPES OF LEARNING
COGNOTIVE LEARNING
The acquisition of knowledge, facts and information, principles, ideas, concepts, understanding,
reasoning, formulas, and the like.
TYPES OF COGNOTIVE LEARNING
A. ASSOCIATIVE LEARNING
This is establishing the relationship between words or ideas and their meanings, between
words or ideas and the things they refer to, between principles and situations and
conditions they are applied to.
B. PROBLEM-SOLVING LEARNING
This is the process of overcoming difficulties that hinder the attainment of a goal by
using the knowledge and skills gained from associative and other types of learning.
TYPES OF COGNITIVE LEARNING
A. AESTHETIC LEARNING
The appreciation of what is good and beautiful and abhorrence of evil.

B. INTELLECTUAL LEARNING
Maybe acquired be reading good and classical literary pieces, reading the Bible (for
Christians), and reading the Karan (for Muslims).
AFFECTIVE LEARNING
This type of learning is the formation of good and acceptable attitudes, judgements,
appreciations, values, and other norms of conduct.
PSYCHOMOTOR LEARNING
This involves the use of the muscles in bodily movements. The reflexes are especially important
because the activities usually responses to stimuli.
TYPES OF PSYCHOMOTR LEARNING
A. BODILY MOVEMENT COORDINATION
Coordinating the movements of the different parts of the body in order to attain the
desired performance of the activity.
B. MANIPULATIVE DEXTERITY
The involves the use of hands and feet.
THE TESTS OF LEARNING
1. GREATER SPEED
2. GREATER PRECISION AND ACCURACY
3. REDUCED EFFORT
4. LESS EXPENSE, MORE SAVINGS
5. GREATER KNOWLEDGE, INFORMATIONS, AND IDEAS
6. GREATER UNDERSTANDING
7. GREATER FACILITY OF COMMUNICATION
8. MORE LOGICAL REASONING
9. GREATER INNOVATIVENESS AND CREATIVITY
10. A LEARNED SKILL MAY BE USED FOR EMPLOYMENT PURPOSES
Other kinds of learning
Learning may be classified into:
1. Direct Learning
2. Indirect Learning
Burnhams classified learning as:
1. Congenital
2. Temporary
3. Permanent
Other kinds are:
1. Sensory Learning
2. Motor Learning
3. Verbal Learning
4. Ideational Learning
5. Appreciation Learning
THEORIES OF LEARNING
TRIAL AND ERROR THEORY
According to this theory, if learned a series of responses are tried until the correct response is
made.
ASSOCIATION THEORIES
Also known as stimulus-response theories. It includes connectionism, conditioning, and social
learning theories.
THORNDIKE’S CONNECTIONISM THEORY
Based on the association between stimuli and responses. For every stimulus, there is a
corresponding response, and the connection of the stimulus and the response is called the S-R
Bond.
THORNDIKE’S LAWS OF LEARNING
1. Law of Readiness
States that when an organism is ready to act, to act is satisfying, not to act is annoying.
2. Law of Exercise
Means that the more a connection is exercised or practiced the stronger I become.
3. Law of Effect
Learning is strengthened if it gives satisfaction to the learner, if not it gives annoyance.
CONDITIONING THEORIES
CLASSICAL CONDITIONING THEORY
Is a type of learning that happens unconsciously. When you learn through classical conditioning,
an automatic conditioned response is paired with a specific stimulus.
OPERANT CONDITIONING THEORY
Relies on a fairly simple premise: Actions that are followed by reinforcement will be
strengthened and more likely to occur again in the future.
CONDITIONING THEORIES
SOCIAL LEARNING THEORY
Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing,
modeling, and imitating the behaviors, attitudes, and emotional, reactions of others. Social
learning theory considers how both environmental and cognitive factors interact to influence
human learning and behavior.
4 SUBPROCESSES:
1. Attention
The behavior or value desired has caught the attention sand interest of the learner.
2. Retention
The learner retains the behavior or value to be learned.
3. Motoric Reproduction
The learner imitates or emulates the model.
4. Reinforcement
The learner practices what he has imitated.
COGNOTIVE FIELD THEORIES OF LEARNING
Cognitive learning theory explains how internal and external factors influence an individual’s
mental processes to supplement learning.
COGNITIVE FIELD THEORIES OF LEARNING
KOHLER’S THEORY
There is an element of trial and error involved but insight and understanding are utilized to the
maximum.
LEWIN’S THEORY
The individual’s drives, ideas, concepts, feelings, attitudes, and insights constitute the internal
forces that are interacting with the individual.
BRUNER’S THEORY OF LEARNING
Involves three processes:
1. Acquisition
2. Transformation
3. Evaluation
CONCERNS THAT ARE BASIC TO ANY LEARNING SITUATION
1. Understanding
2. Readiness
3. Independence
4. Motivation
THEORIES OF THE TRANSFER OF TRAINING OR LEARNING
THE THEORY OF MENTAL DISCIPLINE
This theory asserts that the skill or training gained in the study of one subject will improve the
performance of the same skill in the study of another subject.
THE THEORY OF INDENTICAL ELEMENTS
It states that the amount of transfer depends upon the presence of identical elements in both
learning situations.
THE THEORY OF GENERALIZATION
It means that experiences in one learning situation can be applied in another learning situation.
THE THEORY OF CONFIGURATION
Same as the Gestalt theory of learning. It is through the combination of elements of each learning
situation that the earner can see the relationships and similarities between two learning situations,
and hence, transfer of learning takes place.
FACTORS THAT AFFECT TRANSFER OF LEARNING
1. Mental Ability
2. Similarities between subject matters.
3. Motivation and Effort-making capacity
4. Method of Teaching
TWO WAYS OF DEVELOPING A SUBJECT MATTER
INDUCTIVE DEVELOPMENT METHOD
DEDUCTIVE DEVELOPMENT METHOD

INDUCTIVE DEVELOPMENT METHOD

Developing the subject matter from particular to general. Specific examples with a common
element are given first and then a generalization is formed based on the common element.
STEPS:
1. Preparation
2. Presentation
3. Association or Comparison
4. Generalization
5. Application
AIMS OF USING THE INDUCTIVE DEVELOPMET METHOD
1. To make pupils or students observant of specific cases.
2. To help pupils or students understand the meanings.
3. To enable pupils or students to become independent investigators.
4. To enable pupils or students to retain longer the ideas and concepts.
DISADVANTAGES OF THE INDUCTIVE DEVELOPMENT METHOD
1. It takes a longer time to develop a lesson.
2. A teacher may not be able to use it effectively.
ADVANTAGES OF THE INDUCTIVE DEVELOPMENT METHOD
The advantages of the inductive development method are those embodied in the aims.

APPLICATION OF THE INDUCTIVE DEVELOPMENT METHOD

THE HERBARTIAN METHOD OF TEACHING
This method is used to discover and lead to formulate a rule, principle, formula, concept, or
generalization under the guidance of the teacher.
1. Preparation
2. Presentation
3. Comparison
4. Generalization
5. Application

DEDUCTIVE DEVELOPMENT OF SUBJECT MATTER

Deductive development of subject matter is teaching from the general rule to particular.
It has two types:
1. Established
2. Developmental
ESTABLISHED
Refers to the use of time-tested rules, principles, formulas, or generalizations that have been
proven to be always true.
STEPS:
1. Preparation
2. Presentation
3. Verification
4. Application
DEVELOPMENTAL
Refers to a situation in which a tentative generalization is presented purportedly to explain
STEPS:
1. Preparation
2. Presentation
3. Verification
4. Application
AIMS FO USING THE DEDUCTIVE DEVELOPMENT METHOD
1. To train pupils or students to solve their difficulties by utilizing the well-established
principles, rules, pr formulas developed by great thinkers.
2. To help pupils or students acquire a scientific attitude.
3. To develop the lesson faster.
ADVANTAGES OF THE DEDUCTIVE DEVELOPMENT METHOD
1. It is faster to develop a lesson with the deductive development method than the inductive.
2. The use of already well-established principles, rules or formulas make it easier for pupils
or students to solve their difficulties.
3. It can be used in any subject.
DISADVANTAGES OF THE DEDUCTIVE DEVELOPMENT METHOD
1. The things learned stick less longer.
2. Requires less reflective thinking.