Learning is a natural process that occurs in all animals. It is the acquisition of knowledge and skills by study, observation, instruction, or experience. Learning can take place in many different ways, including through reading books or listening to lectures.
What are the factors that influence learning? This blog post will help you understand how your age, gender, environment and ability level affects your ability to learn new things!
Learning can be influenced by many factors, but internal and external resources are two main categories. Internal resources include how good an individual's memory is as well as their intelligence level, while external resources include what type of education they have received along with their environment (or surroundings).
In this blog post, we will be exploring the factors that influence learning. Learning is a process of acquiring new skills and information from experience or exposure to knowledge. There are many different ways in which people have learned throughout history, but there are some universal factors that affect how quickly someone can learn something.
For example, if you're going on vacation and want to learn a language before you go, you need to know what your goals are to figure out how long it will take for you to become fluent in the language.
The more time someone has available for learning something, the faster they'll learn because they have access to more opportunities than someone who doesn't have as much free time.
Important Factors that May Affect the Learning Process
It has been found out that the pupil’s difficulty in learning may be due to many factors within the child himself.
The term refers to the individual mental level. Success in school is generally closely related to the level of the intellect. Pupils with low intelligence often encounter serious difficulty in mastering schoolwork. Sometimes pupils do not learn because of special intellectual disabilities.
A low score in one subject and his scores in other subjects indicate the possible presence of a special deficiency. Psychology reveals to use that an individual possesses different kinds to intelligence. Knowledge of the nature of the pupil’s intellect is of considerable value in the guidance and the diagnosis of disability.
The native capacity of the individual is of prime importance in determining the effectiveness of the learning process.
Factors owing to lack of mastery of what has been taught, faulty methods of work or study, and narrowness of experimental background may affect the learning process of any pupil.
Suppose the school proceeds too rapidly and does not constantly check up on the extent to which the pupil is mastering what is being taught. In that case, the pupil accumulates a number of deficiencies that interfere with successful progress.
In arithmetic, for instance, knowledge of basic addition is essential to successful work in multiplication. Weakness, in addition, will contribute directly to the deficiency in multiplication. Likewise, failure in history may be due to low reading ability or weakness in English.
Similarly, because of faulty instruction, the pupil may have learned inefficient methods of study. Many other kinds of difficulty which are directly related to learning factors may interfere with progress.
Under this group are included such factors as health, physical development, nutrition, visual and physical defects, and glandular abnormality. It is generally recognized that ill-health retards physical and motor development, and malnutrition interferes with learning and physical growth.
Children suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spelling. In addition, it has been demonstrated that various glands of internal secretion, such as the thyroid and pituitary glands, affect behaviour. Therefore, the learner’s health will likely affect his ability to learn and his power to concentrate.
Attitude falls under mental factors attitudes are made up of organic and kinesthetic elements. They are not to be confused with emotions that are characterized by internal visceral disturbances. Attitudes are more or less of a definite sort. They play a large part in the mental organization and general behaviour of the individual.
Attitudes are also important in the development of personality. Among these attitudes aw interest, cheerfulness, affection, prejudice, -open-mindedness, and loyalty. In addition, attitudes exercise a stimulating effect upon the rate of learning and teaching and upon the progress in school.
The learner’s attitude influences the efficiency of the work from day to day and the rapidity with which it is achieved. A favourable mental attitude facilitates learning. The factor of interest is very closely related in nature to that of symbolic drive and reward.
Emotional And Social Factors
Personal factors, such as instincts and emotions, and social factors, such as cooperation and rivalry, are directly related to a complex psychology of motivation. It is a recognized fact that the various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies.
Some of these innate tendencies are constructive, and others are harmful. For example, for some reason, a pupil may have developed a dislike for some subject because he may fail to see its value or lack foundation. This dislike results in a bad emotional state.
Some pupils are in a continuing state of unhappiness because of their fear of being victims of the disapproval of their teachers and classmates. This is an unwholesome attitude and affects the learning process to a considerable degree. This is oftentimes the result of bad training.
Social discontent springs from the knowledge or delusion that one is below others in welfare.
The teacher as an individual personality is an important element in the learning environment or in the failures and success of the learner. The way his personality interacts with the personalities of the pupils being taught helps determine the kind of behaviour that emerges from the learning situation.
A teacher’s supreme value is not in the regular performance of routine duties but in his power to lead and inspire his pupils through the influence of his moral personality and example. Strictly speaking, personality is made up of all the factors that make the individual what he is, the complex pattern of characteristics that distinguishes him from the others of his kind. Thus, personality is the product of many integrating forces.
In other words, an individual’s personality is a composite of his physical appearance, mental capacity, emotional behaviour, and attitudes towards others. Therefore, effective teaching and learning are the results of an integrated personality of the teacher.
Generally speaking, pupils do- not like a grouchy teacher who cannot control his temper before the class. It is impossible for a teacher with a temper to create enthusiasm and to radiate light and sunshine to those about him.
Pupils love a happy, sympathetic, enthusiastic, and cheerful teacher. Effective teaching and learning are the results of love for the pupils, sympathy for their interests, tolerance, and a definite capacity for understanding.
Therefore, the teacher must recognize that in all his activities in the classroom, he is directly affecting the behaviour of the growing and learning organism.
Physical conditions needed for learning is under environmental factor. Therefore, one of the factors that affect learning efficiency is the condition in which learning takes place. This includes the classrooms, textbooks, equipment, school supplies, and other instructional materials.
In the school and at the home, the conditions for learning must be favourable and adequate if teaching is to produce the desired results. Therefore, it cannot be denied that the type and quality of instructional materials and equipment play an important part in the instructional efficiency of the school.
It is difficult to do a good job of teaching in a poor type of building and without adequate equipment and instructional materials. A school building or a classroom has no merit when built without due regard to its educational objectives and functions.
Important Factors Affecting Teaching
Students are the nation’s future and then stand at one pole of the education system in which teachers are at the other pole. The process of learning-teaching runs smoothly with the help of both of these poles.
These two poles of the education system make a perfect balance and take the system to another height. Teachers work hard, collect information, and impart knowledge to students in the process of teaching. However, certain direct and indirect factors affect the learning process or teaching. In the article, we will learn about the factors affecting teaching.
The teaching process gets affected by various parameters such as teachers, learners, and environmental factors. These three factors make the whole process of learning easy and smooth. Learning in a student’s life is very important as it builds their career base professionally and personally.
The three factors affecting teaching are as:
- Learners Psychological /Individual Characteristic
- Teachers and Classroom supports
- Environment and other surrounding factors
- Factors affecting teaching
Teachers are the pillars for their students. They play the most important role in their student’s life by providing support, boosting their confidence, guiding them in the right direction, and of course, teaching them. They are the facilitator of learning in the learning-teaching process. The best teacher can apply the best teaching method to teach students and guide them towards a quality learning process.
The quality of a teacher derives from the various factors such as:
The educational qualification of a teacher decides their knowledge. By getting a higher degree in the teaching, a teacher will be able to impart knowledge to the students in-depth and of quality. On comparing the teachers who have M.ED or PhD degrees with others who do not have, you will be able to differentiate the different ways of their thinking and the ways of imparting knowledge to students.
Skills matter a lot. Sometimes a teacher with a lower degree of teaching has better teaching skills than a teacher with a higher degree of teaching. However, it is not sure that teachers with higher degrees have the right instincts and can teach in a better way than teachers with lower degrees.
Teaching skills are decided on how teachers connect to students, what teaching methods apply to students, how they explain the concepts to students and their attitude towards students.
- Their communication skills should be effective and engaging.
- Selection of suitable teaching method
- Applying the right teaching aids.
- Their approach towards teaching students
- How they guide and monitor students.
Graduating in a degree of teaching is not that much tough as getting mastery inexperience. Experience holds an important place when you are teaching students. Some aspirants acquire high qualifications, which can make them qualified for teaching but lacking in experience hamper their progress.
With high qualifications, teachers can get a better understanding of the different topics or complex formulas, but experience helps teachers to deal with the students and prepare them for how to teach students.
There comes a time when teachers who do not have knowledge of a particular subject are assigned to teach that subject. In such a situation, passion and motivation to research about the topic and teach students to help them. The subject matter does really matter. However, the chances of assigning subjects that are not the forte of a teacher are very rare.
The subject’s syllabus is formed by educationists and psychologists keeping students’ mental and physical capabilities in mind. The important subject matter-related factors that influence teaching are the task’s difficulty, length of the task, the meaningfulness of the task, similarity of the task, organised material, and life learning.
Physiological and psychological factors of learners are the factors affecting teaching. Every individual studying in a class possess different qualities and require different teaching methods. Therefore, it is necessary to take note of the intelligence of students, ethnic groups of students, race, belief and socioeconomic status of the learners when teaching in the classroom.
The interest of each student in the class is also different, which depends on aptitude, attitude, motivation, mental health, and aspiration towards their life goals.
The factors affecting teaching related to learners are the maturity, age, motivation, previous learning, intelligence, mental health, physical need, diet and nutrition, attention and interest, goal-setting, and level of aspiration.
The factors affecting the environment of the teaching are as follows.
Teachers have their support system, which consists of tools that helps them to improve their capacity of teaching. The different teaching aids help to analyze the areas in which students are not interested or underperforming. This also helps them to adopt effective strategies that teach students. Support materials in teaching are effective tools for:
- Assessments and scores of students
- Teaching Strategies and lesson plans
- Standards and benchmark
- Effective use of traditional and modern tools
With the available teaching aids, teachers can cover a wide area of learning. It has many benefits, such as differentiating instruction, relieving anxiety, helping learners improve reading comprehension skills, illustrating or reinforcing a skill, and presenting information effectively.
A learning environment is where a student learns, and a teacher teaches. The classroom environment is the learning environment for students, which plays an important role in the learning process. Both students and teachers get affected by the classroom environment. The environment for the learning is well maintained by active participation in education, the concentration of students, teachers’ focus on the behaviour of students etc. The environment of learning must be positive.
The socio-economic background of students and teachers indirectly affect the learning process. It shows differences in the thinking level of students and teachers towards others. The economic factor of students sometimes gets dominated by teachers and its impact on the teachers’ teaching quality.
The expectation is a very common factor affecting teaching. It affects learners and teachers as well. Every parent has some sort of expectation with their children as they want their children to get quality education and they learn maximum when they go to schools.
This puts a psychological impact on students, and sometimes it results in stress and impairments.
So, the parents should involve the students in the process of learning in such a way that they ease their process instead of putting a burden on them. Also, teachers should not be put under pressure of expectations.
The National Council of Educational Research and Training published the Core Teaching Skills in 1982, which laid stress on the following teaching skills.
- Writing instructional objectives
- Organizing the content
- Creating set for introducing the lesson
- Introducing a lesson
- Structuring classroom questions
- Question delivery and its distribution
- Response management
- Illustrating with examples
- Using teaching aids
- Stimulus variation
- The pacing of the lesson
- Promoting pupil participation
- Use of blackboard
- Achieving closure of the lesson
- Giving assignments
- Evaluating the pupil’s progress
- Diagnosing pupil learning difficulties and taking remedial measures
- Management of the class
How to Recognize and Support Learning Styles in the Classroom
When you earn your education degree, you will learn all about the different ways your students interact with new information. An important idea in education is that individual students have different learning styles associated with how a student prefers to learn.
In recent years, the idea that learning styles are the best way to learn for a student has been debunked. However, learning styles are widely accepted in education as a way to promote the idea that every student learns differently. Learning styles are not a prescription for teaching students, but they help a teacher recognize the preferential way in which a student processes and retains information.
The VARK Model
Education continues to promote learning styles as a way for teachers to support students and differentiate lessons. While multiple models are related to learning styles, the VARK model is among the most widely used since it sufficiently addresses learner diversity and needs.
The VARK model stands for:
The following information goes into detail about the VARK learning styles, how to recognize these styles in learners and how to integrate the style into classwork. It is good to remember that not all learners fit exactly into one category. There is often overlap in learner preference when it comes to style, especially across subject matter and activity.
Recognizing visual learners: The visual learners in your classroom like to see and observe the things that they are learning about. Visual learners like to use pictures, diagrams and written directions to access information. This learning style has also been known as “spatial.” The students who are visual or spatial learners might draw, make lists or take notes in order to interact with and process information.
Supporting visual learners: Some of the more traditional teaching styles support visual learners, such as whiteboards or projecting information onto a screen. Assignments could ask learners to make pictures or diagrams. In addition, providing class notes or handouts that students can follow along with are a great way to integrate visual learning into your curriculum. Visual learners may have a tough time with lectures and could need more time to process information that they hear auditorily.
Recognizing auditory learners: The auditory learners in your class learn best by listening and relating information to sound. These are students who prefer listening to a lecture or a recording rather than taking written notes.
They may also be students who think aloud and speak through a concept to dive into it. Your auditory learners are most likely your most vocal students in class. They may also be the ones who read out loud to themselves. In addition, auditory learners often repeat what a teacher has said to process what the directions are.
Supporting auditory learners: Including a lot of time for discussion can support the auditory learners in your classroom. They want to hear what others have to say and share their own ideas in order to learn and process information. When you are giving a lecture, ask auditory learners to repeat what they have learned back to you. Call and response or question-and-answer processes can also benefit auditory learners. In addition, auditory learners appreciate watching videos about a topic and listening to audiobooks or recordings.
Recognizing reading/writing learners: This learning style is often confused with visual learning because reading/writing learners like to learn using the written word. This may seem like visual learning, but reading/writing preference learners can be discerned as those who express themselves through writing.
They also enjoy reading articles and writing in diaries or journals. Your reading/writing learners may be experts with search engines and even old-school encyclopedias. They hunger for knowledge that they gather through reading.
Supporting reading/writing learners: Most of the traditional educational system caters toward this type of learner. The reading/writing learner learns by researching, reading books and writing.
They will usually be content to write an essay or create a written project. While these students may not be as vocal as auditory learners, they can express themselves well with the written word. Try to give the reading/writing learners time to write their answers and work through their thoughts on paper.
Recognizing kinesthetic learners: Kinesthetic or tactile learners learn by experiencing and doing. They like to use their hands and bodies as learning instruments, often acting out events and using their hands when they talk.
A kinesthetic learner may seem wiggly in the classroom. Students who are particularly good athletes or dancers may be kinesthetic learners because they are adept at following the directions of a game or a dance using their body.
Supporting kinesthetic learners: Since kinesthetic learners learn through movement, teachers may ask them to act out scenes from a book or use movement in other ways during the learning process. For example, a kinesthetic learner can benefit by walking in place or pacing in a small area while memorising facts.
Additionally, kinesthetic learners may retain that information more readily when learning can be associated with movement of some kind, such as teaching vocabulary using the total physical response method. The kinesthetic learner who connects with something physically can use that information to understand more abstract and theoretical concepts.
You probably recognize yourself in one of these descriptions. For example, in your own education degree coursework, you may find it easier to read diagrams and charts rather than listening to a lecture.
Or you might find that acting out a scene in the classroom makes more sense for you than researching what to do about a particular classroom management problem. As an educator, you should recognize your own learning preferences and be mindful to incorporate activities and opportunities for all types of learners to feel comfortable and engaged.
- Intellectual factor: The term refers to the individual mental level. ...
- Learning factors: ...
- Physical factors: ...
- Mental factors: ...
- Emotional and social factors: ...
- Teacher's Personality: ...
- Environmental factor:
A child who is enjoying the attention, care, patience, play, communication will be willing to learn quickly, to develop his relationships. When we observe child development we have to look after following children development skills: gross motors, fine motors, language, cognitive and social.
Family is almost certainly the most important factor in child development. In early childhood especially, parents are the ones who spend the most time with their children and we (sometimes unwittingly) influence the way they act and think and behave.