4.
While rates varies, all children must pass
NCM 121: Health Education
DETERMINANTS OF LEARNING
CATEGORIES OF LEARNERS ACCORDING
TO GROWTH AND DEVELOPMENT
A. GROWTH
Quantitative changes of learning
Acquisition of more knowledge which often
results in maturation
B. DEVELOPMENT
Qualitative changes
Orderly, dynamic changes in a learner
resulting from combination of learning,
experience, and maturation
FACTORS INFLUENCING INTELLECTUAL
DEVELOPMENT
1. MATURATION
a. Refers to the biological changes in individuals
that result from the interaction of their genetic
makeup with the environment.
2. EXPERIENCE
b. Refers to observing, encountering, or
undergoing changes of individuals which
generally occur in the course of time.
3. LEARNING
c. Is the acquisition of knowledge, abilities,
habits, attitudes, values, and skills derived
from experiences with varied stimuli.
CATEGORIES OF LEARNERS ACCORDING
TO STAGES OF DEVELOPMENT
The characteristics and developmental milestones of
each stage.
1. Growth and development is a continuous
process from conception till death.
2. These stages 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.
through each stage before progressing to
another more complex development stage.
CATEGORIES OF LEARNERS ACCORDING
TO INDIVIDAL DIFFERENCES
1. INTELLIGENCE
Intelligence 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 (Feldman: 2004):
a. Intelligence is determined by genetics and
environment.
b. Intelligence is measured based on the results
of intelligence test or aptitude tests.
c. Students with high aptitude need less time and
less instructional support.
The teacher can adjust and adapt instructional
approaches considering the differences in student’s
ability (Chiatum and Hammond: 2005) as follows:
A. FLEXIBLE TIME REQUIREMENTS
Some students learn faster than the other
B. INCREASED INSTRUCTIONAL SUPPORT
To help slow learners compensate their
relative deficiency in learning.
C. STRATEGY INSTRUCTION
Research shows that student achievers are
more likely to use strategies that make their
learning effective.
These strategic learners analyze and break
downs tasks or problems into smaller units
and formulate solutions to tasks and problems
systematically.
D. PEER TUTORING
Student achievers can serve as sources of
information for less able students.
E. COOPERATIVE LEARNING
Student tutors are able to recall their
knowledge in tutoring and further enhance
their skills in skill demonstrations.
Student tutors are able to enhance their social
skills during cooperative learning activities.
 2. MULTIPLE INTELLIGENCES
The theory of multiple intelligences was proposed by
Dr. Howard Gardner, professor of education at
Harvard University. The theory states that the
traditional concepts of intelligence, based on IQ
testing, is far too limited. He thus, proposed eight
different intelligences:
A. VERBAL-LINGUISTIC INTELLIGENCE OR
“WORD SMART”
Has to do with words, spoken or written
They are good at: reading, writing, storytelling,
word memorization
Best learn by reading, taking notes, listening to
lectures, discussions and debate
Can become good lawyers, creative writers,
teachers
B. LOGICAL-MATHEMATICAL
INTELLIGENCE OR “NUMBER/REASONING
SMART”
Good in logical reasoning, abstractions,
inductive reasoning, deductive reasoning,
numbers
Excel in sciences, engineering and commerce
C. SPATIAL INTELLIGENCE OR “PICTURE
SMART
Has to do with vision and spatial judgment
Good in visual and mental manipulations of
objects
Visual memory, Arts, Geographic directions
Excel in arts, engineering and architecture
D. BODILY KINESTHETIC INTELLIGENCE OR
“BODY SMART”
Has to do with movement
Excel in sports, dance and other activities
related to movement
They have good muscle memory
Requires skills and dexterity for motor
movements for activities such as dancing, craft
making and acrobatics, among others,
They could become good athletes, actors,
dancers and craftsmen,
E. MUSICAL INTELLIGENCE OR “MUSIC
SMART”
Has to do with rhythm, music composition,
hearing,
One learns best with music playing in the
background and may use songs in memorizing
information,
Good in singing, musical composition and
playing musical instruments
They could become musicians, singers
composers and conductors
F. INTERPERSONAL INTELLIGENCE OR
“PEOPLE SMART”
Good interacting with others
Extroverts sensitive to others needs, feelings,
interests and motivation.
Learn best from group work and activities §
They are good in communications, leadership,
negotiations and politics.
Could become politicians, social workers,
human resource managers, salespersons,
teachers and counselors.
G. INTRAPERSONAL INTELLIGENCE OR
“SELF SMART”
Has to do wit introspective and self-reflective
capacities
Introverts
Learn best when allowed to concentrate on
subject themselves
Have high level of perfectionism
Good in psychology, analysis, philosophy and
theology
They could become philosophers, psych
analogists and evangelists
H. NATURALIST INTELLIGENCE OR
“NATURE SMART”
Has to with nature, nurturing and relating
information to one’s natural surroundings.
Have great sensitivity to nature and the
environment.
Good in botany, zoology, metaphysics,
ontology, astronomy, environmental science.
Could become successful naturalists,
environmentalists, veterinarians, farmers,
gardeners and scientists.
I. OTHER INTELLIGENCES (SPIRITUAL,
EXISTENTIAL AND MORAL INTELLIGENC E)
Existential – capability to raise and reflect on
philosophical questions about life, death and
ultimate realities.
 3. EMOTIONAL INTELLIGENCE
Emotional Intelligence is a combination of
competencies. These skills contribute to an individual’s
capability to manage and monitor his or her own
emotions, to correctly gauge the emotional state of
others and to influence opinions. Goleman describes a
model of five dimensions. Each area has its own set of
behavioral attributes as follows:
A. SELF-AWARENESS
The ability to recognize one’s own feelings as
this happens, to accurately perform self-
assessment and have self –confidence
(keystone of emotional intelligence)
B. SELF-MANAGEMENT OR SELF -
REGULATION
The ability to keep disruptive emotions and
impulses in check (self-control)
Maintains standards of honesty and integrity
(trustworthiness)
Take responsibility for one’s performance
(conscientiousness)
Handle change (adaptability)
Be comfortable with novel ideas and
approaches (innovation)
C. MOTIVATION
Emotional tendency of guiding or facilitating
the attainment of goals through:
o Meet standard of excellence
o Alignment of goals
o Initiative to act on opportunities
o Persistence to reach goals
D. EMPATHY
The understanding of others by being aware of
their needs, perspectives, feelings, concerns
and sensing others developmental needs.
E. SOCIAL SKILLS
Fundamental to emotional intelligence
Influence
o The ability to induce desirable
responses in others through effective
diplomacy of persuasion
Communication
o Ability to both listen openly and send
convincing messages
Leadership
o Ability to inspire and guide groups and
individuals
Building Bonds
o Nurturing instrumental relationships
Collaboration and Cooperation
o Towards a shared goal
Create group synergy
o Ability to pursue collective goals
Note: student’s emotional awareness and ability to
handle feelings will determine her success and
happiness in life.
4. SOCIOECONOMIC STATUS
Measure of a family’s position in society as
determined by family income, member’s
occupation and level of education.
Poverty affects a learner’s well-being and
quality of life.
5. CULTURE
Culture refers to attitudes, values, customs
and behavior patterns that characterize a
social group.
A. STUDENT’S ATTITUDES AND VALUES
To become a good student, one must be able
to adopt to the cultural values imposed by the
school as a learning institution.
This is often based on its mission, vision,
objectives and goals whether it is secular or
non-secular institution.
Example:
o A student with strong Islamic faith may
find difficult to adapt to learning
institution run by Catholics where
Christian values such as compulsory
attendance to first Friday mass is
strictly imposed.
B. CLASSROOM ORGANIZATION
Emphasis is placed on individual
responsibility, reinforced by grades and
competition.
Competition demands both successes and
failures
Success of one student is tied in the failure of
another
C. SCHOOL COMMUNICATION
Cultural conflict in communication may occur
in an institution with students from diverse
ethnicities.
Communication signals may not always have
the same meaning to another student of a
different ethnicity.
 6. GENDER DIFFERENCES

Different treatment of boys and girls.

Stereotyping boys and girls.

7. AT-RISK STUDENTS

Are those in danger of failing to complete their

education.
They have learning problems and adjustment
difficulties.