Module 6

Chapter 6
SECTION 1 ILO
Research Findings on the Influences of Development al
DEMONSTRATE UNDERSTANDING OF LEARNER-CENTERED
THEORIES OF LEARNING AND THE TYPES OF LEARNING

Introduction
The topics on social learning and its many facets have been discussed, particularly, its role
and importance in facilitating learning. Man by nature is a social being, and as such, his
social nature has been studied and used as bases to explain many of his behaviors. Much
of the study of learning has as its basis the different theories developed by experts. Proof of
the veracity of the theories can be obtained with the conduct of researches and studies. In
the same way, studies have been conducted along the socio-cultural dimensions of learning
to gather data as proof to the veracity or “strength” of that theory.
SECTION 2 ILOOn the practical side,
research findings also give ideas and provide knowledge to practitioners so that they could
use and apply these to effectively deal withRELATE THE DIMENSIONS
classroom situations or OF LEARNING
come up withINeffective
SELECTING EFFECTIVE STRATEGIES
teaching methodologies especially as they relate to the socio-cultural dimensions AND of
learning METHODOLOGIES
This chapter presents researches done on the developmental and socio-cultural
dimensions of learning.

Learning Outcomes
At the end of this module, you are expected to:

1. Discuss the importance of research findings on developmental and socio-cultural

dimensions ofSECTION 3 ILO
learning.
2. DESIGN
IdentifyLEARNING
researchACTIVITIES
findings on the influences of developmental and socio-cultural
TO ADDRESS
dimensions of learning.
THE DIVERSE NEEDS OF LEARNERS .
3. Analyze research findings on the influences of development and socio-cultural
dimensions of learning

Importance of Research Findings on Developmental

and Socio-cultural Dimensions of Learning

Research is a systematic and an orderly way of studying and looking for a new
information meant to add to build up existing knowledge.
SECTION 4 ILO People do research in various
fields of study and for different purposes and reasons. In the same manner, research has
been and is being done toDEVELOPgather more data on TECHNIQUES
MOTIVATIONAL the development
FOR and socio-cultural
dimensions of learning. This will enable especially
EFFECTIVE the -CENTERED
LEARNER practitioners to analyze and evaluate
for themselves what best practices to adoptLEARNING.
and apply in their teaching tasks. And more
importantly, armed with evidence and outputs of scientific study, practitioners would in a
better position to develop and apply learner-centered methodologies and approaches to
teaching. Hopefully, too, research findings would lead practitioners to modify their views,
perspective and philosophy of education considering the realities happening in class room
and in the educational system.

SECTION 5 ILO
Research Findings on the Influences of Developmental
DESIGN LEARNING ACTIVITIES TO
and Socio-Cultural DimensionsFACILITATE THE COGNITIVE AND
of Learning
METACOGNITIVE PROCESS IN LEARNING.

Parental Involvement. The most significant type of involvement is what parents do at

home. By monitoring, supporting, and advocating, parents can be engaged in ways that
ensure that their children have every opportunity for success. Parents with higher

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education are more likely to think and believe that their involvement in their children’s
education is very important than parents of lower education-to be active participants in
their children’s education and to provide for their children intellectually stimulating
materials at home. Most likely, parents with higher educational levels have the technical
knowledge to understand the importance of actively getting involved in their children’s
activities and interacting actively with their children about school matters and activities.
The interaction between parent and child occurring during the home teaching period could
have created a good and satisfying climate for learning, which motivated these children to
perform better.
Parenting Style and Child-rearing
The effects of child-rearing practices which involve interaction behaviors between parents
and children, to learning have also been studied. Wigfield et. Al (2006, in Santrock, 2011, p.
459) found the following parenting services to result in improved motivation and
achievement.

a. Knowing enough about the child to provide the right amount of challenge and the
right amount of support.
b. Providing a positive emotional climate which motivates children to internalize their
parents’ values goals.
c. Modeling motivated achievement behavior – working hard and persisting with
effort at challenging tasks.

BAUMRIND PARENTING STYLES: FOUR TYPES

Authoritarian Parenting. Authoritarian parents are often thought of as disciplinarians.

They use a strict discipline style with little negotiation possible. Punishment is common.
Communication is mostly one way: from parent to child. Rules usually are not explained.
Children of authoritarian parents perform worse academically, are less independent and are
generally unhappy.
Permissive Parenting. Permissive or Indulgent parents mostly let their children do what
they want and offer limited guidance or direction. They are more like friends than parents.
Their discipline style is the opposite of strict. They have limited or no rules and mostly let
children figure problems out on their own. Communication is open but these parents let
children decide for themselves rather than giving direction. Children of indulgent parents
encounter more problems in relationships and interactions.
Uninvolved Parenting. Uninvolved parents give children a lot of freedom and generally
stay out of their way. Some parents may make a conscious decision to parent in this way,
while others are less interested in parenting or unsure of what to do. No discipline style is
utilized. An uninvolved parent lets a child mostly do what he wants, probably out of a lack of
information or caring. Children of uninvolved or neglectful parents tend to be more
impulsive and cannot regulate their emotions.
Authoritative Parenting. Authoritative parents are reasonable and nurturing, and set high,
clear expectations. Children with parents who demonstrate this style tend to be self-
disciplined and think for themselves. This style is thought to be most beneficial to children.
Authoritative parents tend to have children who are high achievers and who interact with
peers using competent social skills. While authoritative parents set rules and boundaries,
they encourage open discussion and reasoning. This could be the reason why their children
achieve highly and are socially competent.

Provision for Specific Experiences at Home

The kind of experiences and

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resources made available to the children by their parents at home are also found to
influence students’ interest and motivation to pursue
various activities. The extent to which parents emphasize academic achievement or
sports and provide opportunities and resources for their children to participate in these
activities influence whether the children are likely to continue to choose course work and
extracurricular activities consistent with these activities in adolescence. Having educational
resources at home is a better predictor of achievement than ethnic.

Peer Influence
Peers play a large role in the
social and emotional
development of children and
adolescents. Their influence
begins at an early age and
increases through the teenage
years. It is natural, healthy, and
important for children to have
and rely on friends as they grow
and mature. Peers can be
positive and supportive. They ca
help each other develop new
skills, or stimulate interest in
books, music, or extracurricular
activities. Peer influence was
also found to affect a students’
motivation in many ways. It was found that students who are more accepted by their peers
and who have well social skills often do better in school and have positive academic
achievement motivation. However, peers can also have a negative influence. They can
encourage each other to skip classes, steal, cheat, use drugs or alcohol, share
inappropriate material online, or become involve in other risky behaviors.
Kirk Johnson analysis on peer influences

a. The peer effect is particularly a strong effect on achievement especially among

fourth graders.
b. The peer effect is independent of other variables like ethnicity, gender, income, and
other background variables.
c. Family background factors such as household environment and parental education
also play a big hand in explaining achievement.

Teachers
Teachers play vital roles in the
lives of the students in their
classrooms. Teachers are best known
for the role of educating the students
that are placed in their care. Beyond
that, teachers serve many other roles
in the classroom. Teachers set the
tone of their classrooms, build a warm
environment, mentor, and nurture
students, become role models, and
listen and look for signs of trouble.
Teachers also play an important role
in the classroom when it comes to the
environment. Students often mimic a
teacher’s actions. If the teacher
prepares a warm, happy environment, students are more likely to be happy. An
environment set by the teacher can be either positive or negative. Mentoring is a natural
role

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taken on by teachers, whether it is intentional or not. This again can have positive or
negative effects on children. Mentoring is a way a teacher encourages students to strive to
be the best they can. This also includes encouraging students to enjoy learning. Muntner
(2008) identified ten important factors that should be considered in classrooms to improve
and increase student-teacher interaction, which they believe should subsequently improve
social development and learning. The ten factors have been classified and lumped into
three, namely, emotional support, classroom organization, and instructional support.

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