DETERMINANTS

OF LEARNING
NCM102 Health Education
AY 2020-2021
Prepared By:
Arvee Macanaya, MSN
 GROWTH VS. DEVELOPMENT
GROWTH
- A quantitative change in terms of learning and is similar to the word “increase”
- It is the acquisition of more knowledge which often result in maturation

DEVELOPMENT
- It is an orderly, dynamic changes in learner resulting from a combination of learning,
experience and maturation.
- It represents the qualitative changes in an individual as evidenced by their intellectual,
emotional and physiological capabilities.
- The ability of the body to function consistent with growth patterns.
 FACTORS INFLUENCING
INTELLECTUAL DEVELOPMENT
1. MATURATION
- This refers to the biological changes in individuals that results from the interaction of their
genetic make-up and the environment.

2. EXPERIENCE
- Refers to the observing, encountering or undergoing changes of individual which generally
occur in the course of time.
- Experience make up the raw materials that is then basis for both learning and development.

3. LEARNING
- It is the acquisition of knowledge, abilities, habits, attitudes, values and skills derived from
experiences with varied stimuli.
- It is the product of experience and the goal of education.
 THE STAGES OF DEVELOPMENT
“It is best described as the ways students thinks
about the world ad the use of information. Progress
from one stage to another represents qualitative
changes in student’s thinking. These stages of
change are analogous to the transformation of a
caterpillar to a butterfly.” (Chiatum, 2004)
THINGS TO NOTE ON
DEVELOPMENTAL MILESTONES:
1. Growth and development are a continuous process from
conception until death.
2. These changes are continuous rather than discrete hence, a
child develops gradually, visibly and continually.
3. While chronological ages are attached to stages of growth and
development, the rate at which children pass through them differs
widely, depending on individual maturation rates and their culture.
4. While rate varies, all children must pass through each stage
before progressing to another more complex development stage.
 THE COGNITIVE
THEORY
Formulated by Jean Piaget
It explains the developmental tasks each child passes through
during the growth and development process.
STAGE 1: SENSORIMOTOR STAGE
(INFANCY)

- For ages 0 t 1 years old.

- In this stage, a child first develops tuning sensory and motor
capabilities such as sight and hearing.
- This is shown in their reflex behavior in response to stimulus. This
means that their thinking is limited to how the world responds to their
physical action.
STAGE 2: PRECONCEPTUAL TO
PREOPERATIONAL STAGE (TODDLER)
- For ages 1 to 3 years old.
- It is characterized by perceptual dominance.
- A child who can classify a toy and non-toy performs a
mental operation.
- Many dramatic changes occur at this stage.
 CHARACTERISTICS OF TODDLERS AT
THE PREOPERATIONAL STAGE
1. Egocentric
2. Use symbols to represent objects
3. Draw conclusion from obvious facts they see
4. They are headstrong, negativistic
5. Active, mobile and curious
6. Rigid, repetitive, ritualistic, and stereotyped
7. Has poor sense of time.
STAGE 3: PERCEPTUAL INTUITIVE
THOUGHT (PRESCHOOL)
- For ages 3 to 7 years old.
- At this stage, the child learns to accommodate more information and change
their ideas to fit reality rather than reasons.
- Their thinking is influenced by the following:
A. CENTRATION
B. NONTRANSFORMATION
C. IRREVERSIBILITY
D. REASONING
STAGE 4: CONCRETE OPERATIONAL STAGE
(SCHOOL AGE)
- For ages 7 to 11 years old.
- Marks the advancement in the child’s ability to think about the world around
him. It is characterized by:
A. Able to discover concrete solutions to everyday problems.
B. Starting to overcome preoperational deficiencies.
C. Reasoning tends to be inductive
D. Ability to think logically. They form conclusion based on reason.
E. Aware of past, present and future time.
STAGE 5: FORMAL OPERATIONAL THOUGHT
(ADOLESCENT AGE)
- For ages 12 to 18 years old.
A. Adolescents have logical thinking with ability to provide scientific
reasoning.
B. They can solve hypothetical problems and causality.
C. Have mature thought.
 CATEGORIES OF LEARNERS
ACCORDING TO INDIVIDUAL
DIFFERENCES
Every individual is unique and thus, a student is entirely
different from another student. Therefore, it is important that
teachers will acknowledge these differences to be able to
devise a teaching strategy most suited to each student. The
teacher should consider the following:
FACTOR 1. INTELLIGENCE
- It refers to the aptitude or the person’s capacity to acquire knowledge, ability to
think, abstract reasoning and capability in problem solving which is explained by the
following:
A. Intelligence is determined by genetics and environment
B. Intelligence is measured based on the results of intelligence test or aptitude test.
C. Students with high aptitude need less time and less instructional support.
The teacher can adjust and adapt instructional approaches by having the
following:
A. Flexible time requirements
B. Increase instructional support
C. Strategy instruction
D. Peer tutoring
E. Cooperative learning
1. FLEXIBLE TIME REQUIREMENT
- Some students learn faster than other students, hence, a teacher should design a
teaching strategy that will address student’s time requirement in terms of learning.
- Allow slow learners to work on alternative activities to provide more time for instruction.
- Give extra activities such as free reading time and computer activities for fast learners.

2. INCREASED INSTRUCTIONAL SUPPORT

- Style and approach of teachers must be adjusted to the students’ needs for learning
without compromising the overall topic requirement for the course to be finished.
- Fast learners to give support to slow learners (eg. Peer tutoring)
- Clarify and expand explanation
- Provide frequent feedback
3. STRATEGY INSTRUCTION
- “Work smart, not hard.”
- Teach students on how to use different strategies that will make learning more effective.

4. PEER TUTORING
- Fast learners or those achievers are more equipped with the necessary knowledge and
skills. They can serve as sources of information for less able students.

5. COOPERATIVE LEARNING
- Tutoring the less able students can be beneficial. Student tutors are able to recall their
knowledge in tutoring and further enhance their skills in skill demonstration
FACTOR 2. MULTIPLE INTELLIGENCE
- It was proposed by Dr. Howard Gardner, a professor of education at Harvard
University.
- This theory states that the traditional concept of intelligence, based on IQ testing, is
far too limited. He proposed eight different intelligence:
1. VERBAL INTELLIGENCE – “word smart”
2. LOGICAL INTELLIGENCE – “number smart”
3. SPATIAL INTELLIGENCE – “picture smart”
4. BODILY INTELLIGENCE – “body smart”
5. MUSICAL INTELLIGENCE – “music smart”
6. INTERPERSONAL INTELLIGENCE – “people smart”
7. INTRAPERSONAL INTELLIGENCE – “self smart”
8. NATURALISTIC INTELLIGENCE – “nature smart”
 VISUAL-SPATIAL INTELLIGENCE
Strengths: Visual and spatial judgment
• People who are strong in visual-spatial intelligence are good at visualizing
things. These individuals are often good with directions as well as maps,
charts, videos, and pictures.

Characteristics
• Characteristics of visual-spatial intelligence include:
• Enjoys reading and writing
• Good at putting puzzles together
• Good at interpreting pictures, graphs, and charts
• Enjoys drawing, painting, and the visual arts
• Recognizes patterns easily
 LINGUISTIC-VERBAL INTELLIGENCE
Strengths: Words, language, and writing
• People who are strong in linguistic-verbal intelligence are able to use words
well, both when writing and speaking. These individuals are typically very
good at writing stories, memorizing information, and reading.1

Characteristics:
• Characteristics of linguistic-verbal intelligence include:
• Good at remembering written and spoken information
• Enjoys reading and writing
• Good at debating or giving persuasive speeches
• Able to explain things well
• Often uses humor when telling stories
 LOGICAL-MATHEMATICAL INTELLIGENCE
Strengths: Analyzing problems and mathematical operations
• People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems. These
individuals tend to think conceptually about numbers, relationships, and
patterns.

Characteristics:
• Characteristics of logical-mathematical intelligence include:
• Excellent problem-solving skills
• Enjoys thinking about abstract ideas
• Likes conducting scientific experiments
• Good at solving complex computations
 BODILY-KINESTHETIC INTELLIGENCE
Strengths: Physical movement, motor control
• Those who have high bodily-kinesthetic intelligence are said to be good at
body movement, performing actions, and physical control. People who are
strong in this area tend to have excellent hand-eye coordination and
dexterity.

Characteristics
• Characteristics of bodily-kinesthetic intelligence include:
• Good at dancing and sports
• Enjoys creating things with his or her hands
• Excellent physical coordination
• Tends to remember by doing, rather than hearing or seeing
 MUSICAL INTELLIGENCE
Strengths: Rhythm and music
• People who have strong musical intelligence are good at thinking in patterns,
rhythms, and sounds. They have a strong appreciation for music and are
often good at musical composition and performance.

Characteristics
• Characteristics of musical intelligence include:
• Enjoys singing and playing musical instruments
• Recognizes musical patterns and tones easily
• Good at remembering songs and melodies
• Rich understanding of musical structure, rhythm, and notes
 INTERPERSONAL INTELLIGENCE
Strengths: Understanding and relating to other people
• Those who have strong interpersonal intelligence are good at understanding
and interacting with other people. These individuals are skilled at assessing
the emotions, motivations, desires, and intentions of those around them.

Characteristics
• Characteristics of interpersonal intelligence include:
• Good at communicating verbally
• Skilled at nonverbal communication
• Sees situations from different perspectives
• Creates positive relationships with others
• Good at resolving conflict in groups
 INTRAPERSONAL INTELLIGENCE
Strengths: Introspection and self-reflection
• Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings, and motivations. They tend to
enjoy self-reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal strengths.

Characteristics
• Characteristics of intrapersonal intelligence include:
• Good at analyzing his or her strengths and weaknesses
• Enjoys analyzing theories and ideas
• Excellent self-awareness
• Clearly understands the basis for his or her own motivations and feelings
 NATURALISTIC INTELLIGENCE
Strengths: Finding patterns and relationships to nature
• Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are
high in this type of intelligence are more in tune with nature and are often interested in
nurturing, exploring the environment, and learning about other species. These individuals
are said to be highly aware of even subtle changes to their environments.

Characteristics
• Characteristics of naturalistic intelligence include:
• Interested in subjects such as botany, biology, and zoology
• Good at categorizing and cataloging information easily
• May enjoy camping, gardening, hiking, and exploring the outdoors
• Doesn’t enjoy learning unfamiliar topics that have no connection to nature
MUST-KNOW TERMS
1. EPISTEMOLOGY
- Deals with the nature of knowledge, in particular, and the different
aspects of what people know. It includes the following:
A. CONCEPTUAL KNOWLEDGE: Consists of ideas or abstract
understanding of an actual thing
B. PERCEPTUAL KNOWLEDGE: Derived from one’s senses
C. INTUITIVE KNOWLEDGE: Cognitive meaning of a thing
independent of reason such as gut feel or intuition.
MUST-KNOW TERMS

2. AXIOLOGY
- Relates to the concept of what is right or wrong and the
means by which the two are delineated.

3. AESTHETICS
- Deals with beauty and ugliness.
FACTOR 3. EMOTIONAL INTELLIGENCE
- It is a combination of competencies
- It is the individuals capability to manage and monitor his or her own emotions, to
correctly gauge the emotional state of others and to influence opinions.

A. SELF-AWARENESS: the ability to recognize one’s own feelings, to correctly

perform self-assessment and have self-confidence.
B. SELF-MANAGEMENT OR SELF-REGULATION: the ability to keep
disruptive emotions and impulses in check, maintain a standard of honesty
and integrity, take responsibility for one’s performance, handle change, and
be comfortable with novel ideas and approaches.
C. MOTIVATION: the emotional tendency of guiding or facilitating the
attainment of goals
D. EMPHATY: understanding of others by being aware of their needs,
perspectives, feelings, concerns, and sensing other developmental
needs.
E. SOCIAL SKILLS: they are fundamental to emotional intelligence.
They include:
- Influence
- Communication
- Leadership
- Building bonds
- Collaboration
- Group synergy
FACTOR 4. SOCIOECONOMIC STATUS
- It is a measure of a family’s position in society as determined by
family income, occupation of family member, and level of
education.
- Poverty affects learners in terms of their concentration, leaning
potentials, motivation, and participation in class.
FACTOR 5. CULTURE
- Refers to attitudes, values, customs and behavior pattern that
characterizes a social group.
- Culture influences the following:
A. Student’s attitude and values
B. Classroom organization
C. School communication
FACTOR 6. GENDER DIFFERENCES
A. Different treatment of boys and girls
B. Stereotyping boys and girls

It is essential that teachers design strategies that

will provide equal learning opportunities to students
regardless of gender.
FACTOR 7. AT RISK-STUDENTS
- They are those in danger of failing to complete
their education. They have learning problems and
adjustment difficulties.

Teachers with at-risk students should design their

strategies in a way that would give more structure
and support to student learning needs.
 CHARACTERISTIC
Greater structure and support
Active teaching
Instruction emphasizing student active participation

More frequent feedback

Smaller steps with more practice
Higher success rates
High expectations
 LEARNING NEEDS BASED ON
MASLOW’S HIERARCHY OF NEEDS
1. DEFICIENCY NEEDS
These are needs whose absence energizes or moves people to meet them. Until
a lower need is met, an individual is unlikely to move to a higher need.

2. GROWTH NEEDS
These are needs “met” as they expands or grow as people have experiences with
them. This require people to indulge in activities that are physically and
psychologically stimulating and enhances strength and vigor to proceed to a
higher level task.
 OTHER LEARNING NEEDS

1. THE NEED FOR COMPETENCE

- Competence motivation is an innate need in
human beings. An individual has the desire to
improve one’s capability in performing tasks
necessary for development.
 OTHER LEARNING NEEDS

2. THE NEED FOR CONTROL AND SELF-

DETERMINATION
- There is a need for control and temperance
to do what is right to oneself and to others.
 OTHER LEARNING NEEDS

3. THE NEED TO ACHIEVE

- Achievement motivation is the drive to
excel in learning tasks, to experience
pride in accomplishment.
THANK YOU!