Theoretical Framework

Andragogy (Adult Learning Theory)

Andragogy, also known as adult learning theory, was proposed by Malcom Shepard Knowles in
1968. It refers to a theory of adult learning that details some of the ways in which adults learn differently
than children. For example, adults tend to be more self-directed, internally motivated, and ready to learn.
Previously, much research and attention had been given to the concept of pedagogy – teaching children.
Knowles recognized that there are many differences in the ways that adults learn as opposed to children. His
thoughts surrounding andragogy sought to capitalize on the unique learning styles and strengths of adult
learners.
Knowles theory of andragogy identified five assumptions that teachers should make about adult
learners.
1. Self-Concept – Because adults are at a mature developmental stage, they have a more secure self-concept
than children. This allows them to take part in directing their own learning.
2. Past Learning Experience – Adults have a vast array of experiences to draw on as they learn, as opposed to
children who are in the process of gaining new experiences.
3. Readiness to Learn – Many adults have reached a point in which they see the value of education and are
ready to be serious about and focused on learning.
4. Practical Reasons to Learn – Adults are looking for practical, problem-centred approaches to learning.
Many adults return to continuing education for specific practical reasons, such as entering a new field.
5. Driven by Internal Motivation – While many children are driven by external motivators – such as
punishment if they get bad grades or rewards if they get good grades – adults are more internally motivated.

This can be applied to the thesis relating to the factors affecting learning. It is stated that adults
tend to learn more than children that will help them to become studious. Adults also have the will to study
or learn new knowledge as part of growing. Students have the initiative to do what they what they want to
learn even subjects are hard. They have reasons to finish tasks; it’s either to get good grades or to just
comply to the task.

Transformative – Learning Theory

Jack Mezirow's transformative learning theory is defined as “an orientation which holds that the
way learners interpret and reinterpret their sense experience is central to making meaning and hence
learning.” Put in simple terms, transformative learning is the idea that learners who are getting new
information are also evaluating their past ideas and understanding, and are shifting their very worldview
as they obtain new information and through critical reflection. It goes beyond simply acquiring
knowledge, and dives into the way that learners find meaning in their lives and understanding. This kind
of learning experience involves a fundamental change in our perceptions—learners start to question all
the things they knew or thought before and examine things from new perspectives in order to make room
for new insights and information. Many learners and experts agree that this kind of learning leads to true
freedom of thoughts and understanding.
 Mezirow says that transformative learning has two basic focuses—instrumental learning and
communicative learning. Instrumental learning focuses on task-oriented problem solving, and evaluation of
cause and effect relationships. Communicative learning focuses on how people communicate their feelings,
needs, and desires. Both of these elements are important in transformative learning—students need to be able
to focus on different types of their understanding and view new perspectives that are both logical and
emotional in order to challenge their previous understanding.

Meaning schemes or meaning structures are another important element of the transformative theory
and transformational learning according to Mezirow. Perspectives and meaning schemes two major elements
of meaning structures, and are our predispositions and assumptions, which set the state for our expectations.
A meaning structure is basically the concepts, beliefs, judgments, and feelings that shape an interpretation of
information. Students are able to understand their meaning structure through self-reflection, self-directed
learning, and critical theory. They are able to critique their assumptions to understand if what they understood
as a child still holds true now that they are an adult. We are thereby able to understand ourselves, and our
learning better. The understanding of our past perspective and the ability to look at new structures and
perspectives are keys to the transformative learning theory.

This theory can be applied as a theoretical framework for the study. Students give new meaning
to what they are learning. They are reflecting on what will be the value of the new information that they
learn. It is where students challenge and discuss with themselves to expand their understanding.

Social Learning Theory

Social Learning Theory, theorized by Albert Bandura, posits that people learn from one another,
via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist
and cognitive learning theories because it encompasses attention, memory, and motivation

People learn through observing others’ behavior, attitudes, and outcomes of those behaviors[1].
“Most human behavior is learned observationally through modeling: from observing others, one forms an
idea of how new behaviors are performed, and on later occasions this coded information serves as a guide
for action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, and environmental influences.

Bandura believed in “reciprocal determinism”, that is, the world and a person’s behavior cause
each other, while behaviorism essentially states that one’s environment causes one’s behavior[2],
Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he
suggested that behavior causes environment as well[3]. Later, Bandura soon considered personality as an
interaction between three components: the environment, behaviour, and one’s psychological processes
(one’s ability to entertain images in minds and language).
 Social learning theory has sometimes been called a bridge between behaviorist and cognitive
learning theories because it encompasses attention, memory, and motivation. The theory is related to
Vygotsky’s Social Development Theory and Lave’s Situated Learning, which also emphasize the
importance of social learning.

In this theory, students take it with themselves; they plan, perform, and do their learning without
the help of others. Sometimes in difficult subjects, they tend to work with others or in a group to better
understand or learn a topic. . Students are more prone to this theory because they are excited for new
knowledge and feel confident on their ability to take it on.