Various factors affecting Learning process- Wandofknowledge
Factors affecting learning:
- Heredity- A classroom instructor can neither change nor increase heredity, but the students can use and develop Some learners are rich in hereditary endowment while others are poor. Each student is unique and has different abilities. The native intelligence is different in individuals. Heredity governs or conditions are ability to learn and the rate of learning. The intelligent learners can establish and see relationship very easily and more quickly.
- Status of students- Physical and home conditions also matter. Certain problems like malnutrition i.e.; inadequate supply of nutrients to the body, fatigue i.e.; tiredness, bodily weakness and bad health are great obstructed in learning. These are some of the physical conditions by which a student can get affected. Home is a place where a family lives. If the home conditions are not proper the student is affected seriously. Some of the home conditions are bad ventilation, unhygienic living, bad light etc. These affect the student and his or her rate of learning.
- Physical environment- The design and setting of a learning space, such as a school or classroom can each be critical to the success of a learning environment. Size, configuration, comfort- fresh air, temperature, light, acoustics, furniture- can all affect students learning. The tools used by both instructors and student directly affect how Information is conveyed from display and writing surfaces (blackboard, marker boards, tack surfaces) to digital technologies. For example, if a room is too crowded, stress level rises, student attention is reduced, and furniture arrangement is restricted. A furniture is incorrectly arranged, sidelines to the instructor or instructional material is limited and the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role, for if student moral suffers, so does motivation to attend school.
There are several internal factors that affect learning for Stuff they are-
- Goals or purpose- Each and everyone has a goal. A goal should be set to each pupil according to the standard expected to him. A goal is an aim or desired result. There are 2 types of goals called immediate and distant goals. A goal that occurs or is done at once is called an immediate goal, and distant goals are those that take time to achieve. Immediate goals should be set before the young learner and distant goals for older learners. Goals should be specific and clear, so that learners understand.
- Motivational behaviour- Motivation means to provide with a motive. Motivation learners should be motivated so that they stimulate themselves with interest. This behaviour arouses and regulates the student’s internal energies
- Interest- This is a quality that arouses a feeling. It encourages a student to move over tasks further. During teaching, the instructor must raise interests among students for the best learning. Interest is an apparent (clearly seen or understood) behaviour.
- Attention- Attention means consideration. It is concentration or focusing of consciousness upon one object or an idea. If effective learning should take place attention is essential. Instructors must secure the attention of the student.
- Drill or practice- This method includes repeating the tasks “n” number of times like needs, phrases, principles, etc. This makes learning more effective.
- Fatigue- Generally there are three types of fatigue, i.e., muscular, sensory, and mental. Muscular and sensory fatigues are bodily fatigue. Mental fatigue is in the central nervous system. The remedy is to change teaching methods, e.g., use audio-visual aids, etc.
- Aptitude- Aptitude is natural ability. It is a condition in which an individuals ability to acquire certain skills, knowledge through training.
- Attitude- It is a way of thinking. The attitude of the student must be tested to find out how much inclination he or she has for learning a subject or topic.
- Emotional conditions- Emotions are physiological states of being. Students who answer a question properly or give good results should be praised. This encouragement increases their ability and helps them produce better results. Certain attitudes, such as always finding fault in a student’s answer or provoking or embarrassing the student in front of a class are counterproductive.
- Speed, Accuracy and retention- Speed is the rapidity of movement. Retention is the act of retaining. These 3 elements depend upon aptitude, attitude, interest, attention and motivation of the students.
- Learning activities- Learning depends upon the activities and experiences provided by the teacher, his concept of discipline, methods of teaching and above all his overall personality.
- Testing- Various tests measure individual learner differences at the heart of effective learning. Testing helps eliminate subjective elements of measuring pupil differences and performances.
- Guidance- Everyone needs guidance in some part or some time in life. Some need it constantly and some very rarely depending on the students conditions. Small learners need more guidance. Guidance is an advice to solve a problem. Guidance involves the art of helping boys and girls in various aspects of academics, improving vocational aspects like choosing careers and recreational aspects like choosing hobbies. Guidance covers the whole gamut of learners problems-learning as well as non-learning.
- Learning is the process of acquiring new, or modifying existing, knowledge, behaviours, skills, values, or preferences. The ability to learn is possessed by humans, animals, and some machines, there is also evidence for some kind of learning in some plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulates from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be lost from that which cannot be retrieved.
- Humans learn before birth and continue until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many fields, including educational psychology, neuropsychology, experimental psychology, and pedagogy. Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event can’t be avoided nor escaped may result in a condition called learned helplessness. There is evidence for human behavioural learning apparently, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.
- Play has been approached by several theorists as the first form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children’s development, since they make meaning of their environment through playing educational games.
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