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2 Principles of Learning

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28 views4 pages

2 Principles of Learning

Uploaded by

Lil Conic
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DONELL CHRISTIAN A. CLOMA – BSA 3.

2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
WHAT IS LEARNING? • Learning is also an important

source of motivation, Stimulation


• Learning is the one of the
and job satisfaction
important psychological process
determine the human behavior. Meaning of Learning

Learning is simply means that permanent


change in behavior through
• Learning is the process of
education, training, practice and
accumulation of knowledge, skills
experience
and attitudes. (KSA)

• Learning may be through training,


experience, reading, observation,
discussions, electronic media
including internet,
experimentation, facing the new
challenges, travel and exploration
etc. hence training and
development is more tools for
learning.

• Learning is not a one-time activity


or an annual, half yearly, quarterly
or monthly activity. Learning is a
continues process
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
DIFFERENCE B/W the possible behavior of an individual in a
TRAINING, DEVELOPMENT, given situation in order to achieve a goal.
EDUCATION AND LEARNING
GENERAL PRINCIPLES OF
Training -Training is concerned with the LEARNING
teaching of specific, factual, narrow
Readiness
scoped subject matter and skills. It is a
formal classroom learning activities.
Readiness implies a degree of
concentration and eagerness. Individuals
 Development- Development is
learn best when they are physically,
concerned with a broader subject matter
mentally, and emotionally ready to learn,
of a conceptual or theoretical nature and
and do not learn well if they see no
the development of personal attitudes. It
reason for learning. Getting students
comprises all learning experiences, both
ready to learn, creating interest by
on and off the job, including
showing the value of the subject matter,
formal, classroom training.
and providing continuous mental or
 Education -Education, primarily, physical challenge, is usually the
involves the presentation of material by instructor’s responsibility.
the faculty to students who are learning
EXERCISE
about the subject matter. The material
being studied is fundamentally well The principle of exercise states that
known material. Those activities known those things most often repeated are
as teaching and training are included in best remembered. It is the basis of drill
this category. and practice. It has been proven that
students learn best and retain
Learning- Learning is the process of
information longer when they have
acquiring knowledge or skill through
meaningful practice and repetition. The
study, experience or teaching. It is a
key here is that the practice must be
process that depends on experience and
meaningful. It is clear that practice leads
leads to long-term changes in behavior
to improvement only when it is followed
potential. Behavior potential describes
by positive feedback.
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
EFFECT RECENCY

The principle of effect is based on the The principle of recency states that
emotional reaction of the student. It has things most recently learned are
a direct relationship to motivation. The best remembered. Conversely, the
principle of effect is that learning is further a student is removed time-wise
strengthened when accompanied by a from a new fact or understanding, the
pleasant or satisfying feeling, and that more difficult it is to remember. For
learning is weakened when associated example, it is fairly easy to recall a
with an unpleasant feeling. , every telephone number dialed a few minutes
learning experience should contain ago, but it is usually impossible to recall
elements that leave the student with a new number dialed last week.
some good feelings.
INTENSITY
PRIMACY
The principle of intensity implies that a
The state of being first, often creates a student will learn more from the real thing
strong, almost unshakable, impression. than from a substitute. For example, a
Things learned first create a strong student can get more understanding and
impression in the mind that is difficult to appreciation of a movie by watching it
erase. For the instructor, this means that than by reading the script. Likewise, a
what is taught must be right the first time. student is likely to gain greater
for example, a student learns a faulty understanding of tasks by performing
technique, the instructor will have a them rather than merely reading about
difficult task correcting bad habits and “re them.
teaching” correct ones. The student's first
REQUIREMENT
experience should be positive, functional,
and lay the foundation for all that is to
The law of requirement states that "we
follow. What the student learns must be
must have something to obtain or do
procedurally correct and applied the very
something." It can be ability, skill,
first time.
instrument or anything that may help us
to learn or gain something. A starting
DONELL CHRISTIAN A. CLOMA – BSA 3.2
ACA 327 – PRINCIPLES AND METHODS OF TEACHING ACCOUNTING
SME: MR. GONZALO D. RUALES, JR., CPA, MBA
point or root is needed; for example, if
you want to draw a person, you need to
have the materials with which to draw,
and you must know how to draw a point,
a line, and a figure and so on until you
reach your goal, which is to draw a
person.

FREEDOM

The principle of freedom states that


things freely learned are best learned.
Conversely, the further a student is
coerced, the more difficult is for him to
learn, assimilate and implement what is
learned. Compulsion and coercion are
antithetical to personal growth. The
greater the freedom enjoyed by
individuals within a society, the greater
the intellectual and moral advancement
enjoyed by society as a whole.

Since learning is an active process,


students must have freedom: freedom of
choice, freedom of action, freedom to
bear the results of action—these are the
three great freedoms that constitute
personal responsibility. If no freedom is
granted, students may have little interest
in learning.

END

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