4

Learning to be a Better
Student

Contents
A. The Nature and The
Fundamental Equipment of
the Learner

B. Learning
B.1 The Learning Process
B.2 Efficiency in Learning
B.3 Motivation in School
Learning
B.4 The Process of Effective
Study
B.5 The Transfer of
Learning

Outcomes
LO4: Appraise and modify skills and
character on how to better manage
one’s self through student SWOT
The Nature of the Learner braces on
the study of learner’s growth and
analysis.
development. It seeks to convey the
Objective: basic principles and the fundamentals
of learning in an attempt to influence
1. The students should be able to
the student’s skills and character
know the nature and the
development. As social constructivist
fundamental equipment of the
scholars believe that learning is an
learner.
active process where learners should
2. The student should be able to
learn to discover principles, concepts
determine their nature and
and facts for themselves, hence the
fundamental as a learner.
significance of having an
3. The students should be able to
understanding of themselves as a
evaluate different learning
learner will give them a strong
styles to become a better
foundation on how they will cultivate
learner.
their self to become a better student.
 Learning to be a Better Student Midterm

ACTIVITY

KomiKwento!
Comics is defined as a "bound collection of comic strips, usually in
chronological sequence, typically telling a single story or a series of different stories."
The comic book art form consists of sequential juxtaposed panels that represent
individual scenes. Panels are often accompanied by text and dialogue in the way of
text bubbles which is emblematic of the comics’ art form. The story is usually original
in this form.
Direction: In a short bond paper, make your own comic strip. Use your imagination
to make a story that revolves around the topic about academics or school activities.
Your characters should be the following: brain, eyes, ears, nose, mouth, heart,
stomach, hands, and feet. For your guidance, here is an example:

https://www.pinterest.ph/boredpanda/

Understanding the Self 2

 Learning to be a Better Student Midterm

“The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is
a choice.”
-Brian Herbert

Course Discussion perceives and understand. The soul

does not differ from the mind, for the
A. The Nature of the Learners
are one and same reality. To
The learner has the power to see, distinguish the soul and mind, when
hear, touch, smell, taste, perceive, we say soul, it is more comprehensive
imagine, retain, recall, recognize past than mind and is used to designate
mental acts, conceive ideas, make the principle and substantial form of
judgement, reason out, feel and vital activity. While the mind is used
choose. to signify the source of mental
activity.
In educational psychology, it
considered to involve the application
of the facts, methods, laws, and
The soul is the
principles of psychology to the
principle of life The mind is the
process of education. Psychology, by
itself. source of
definition is the study of human
conscious life.
personality. What constitutes the
human person is not only the soul or
the body alone, but rather the
composite subject of soul and body.
The union of soul and body results
The learner is an embodied spirit. He
a single substance. It does not mean
is the union of sentient body and a
confusion of the two, but only
rational soul. His body experiences
signifies that they complete each
sensations and feels pleasure and
other. The single substance that
pain. His soul is the principle of
resulted from these union constitutes
spiritual acts, the source of
an individual of rational nature; that
intellectual abstraction, self-
is, a human personality.
reflection, and free rational volition.
Body and soul exist in mutual The term faculty is a Latin word
dependence. (Kelly, 1965) facultas, which means “a power” or
“an ability”. The faculties are the
The Soul. The soul is the ultimate
principles of actions, the instruments
internal principle by which the body is
by means of which the powers of the
animated. It is the principle by which
soul are manifest. One mind has a
man thinks, feels, and wills and by
multitude of capabilities. Which leads
which man lives and moves,
Understanding the Self 3
 Learning to be a Better Student
us to the definition of faculty as the
capabilities possessed by the mind for
engaging in a particular kind of
activity or the powers to perform
certain actions.
The faculties are classified as follows:
Cognitive Faculties
➢ Sensous and Organic
o External Senses:
Sight
Hearing
Touch
Taste
Smell
o Internal Senses:
Instinct
Imagination
Memory
Appetitive Faculties
➢ Feelings and Emotions
➢ Rational Will
The Body. The body is the means of
communication between the outside
world and the mind. Through the
body the outside world acts on the
mind; through the body the mind
adjusts to the outside world.
A.1 Sensation.
Sensation may be described as
the conscious response resulting from
the stimulation of a sense organ.
Sensory is the elementary unit of
Midterm
mental experience. It is the first and
simple mental process. It is
considered as the first mental process
because mental life begins with
sensation. The mental content is
dependent upon what is received
through the senses. The Scholastics
formulated this principle:
Nihil est in intellectu quod non
prius fuerit in sensu: “There is
nothing in the intellect which was not
first in some manner in the sense.”
Sensation is defined as the
conscious processes which are the
immediate results of the stimulation
of sense organs, by means of which
man becomes aware of existence and
properties of particular objects which
stimulate the senses to action.
A sensation takes place when a
stimulus, that is, a physical force or
substance, acting upon a sense
organ, initiates a neural impulse
which is transmitted by the sensory
neurons to the sensory area in the
cortex of the cerebrum in which the
sensory neuron ends. Thus, resulting
to sensation.
The intensity of sensation
denotes the vividness or strength of
the sensation. Every sensation occurs
with a certain degree of intensity
which influences the kind of effect
that the sensation produces.
The quality of sensation
signifies the characteristics kind of
reaction made to specific stimuli.
Quality is the most prominent
attribute by which sensations of the
Understanding the Self 4
 Learning to be a Better Student Midterm

same or different senses are nervous system. In perception

distinguished from each other. sensations acquire a meaning.

The duration of sensation, The nature of perception is

indicates how long the sensation then a compound result of a
actually exists. The duration of a sensation aroused by a stimulus and
sensation of sound is from the time of supplemented by revivals and
its commencement to the time that it associations of former sensory
ceases. experience. The basis of every
perception consists in present or past
Sensations are classified into
experiences. The perception is always
five divisions according to the sense
of some definite thing or condition
organs which give rise to them. They
affecting one or more of the sense
are in order of their importance for
organs.
learning: visual, auditory, tactile,
gustatory, and olfactory. There are three (3) aspects or
phases of the process of perception,
Students have different
namely:
learning styles. Therefore, it should
be given an emphasis how students (a) The sensation
can be mindful with the present (b) The discrimination and
stimuli in their learning environment. identification of sense
Since, it is through the sensation that impressions;
learning begins. (c) The unification of
present sense
A.2 Perception
impressions with past
sense impressions.
Note: there is no perception without
sensation, and no sensation without
perception.
Perception may be defective or
inaccurate due to any of the following
causes: (1) defects in sense organs,
for example, color blindness; (2)
inaccurate report due to
It may be defined as the carelessness, haste, or difficulty in
mental process of interpreting and getting the sensation as well as to
giving a meaning to sensation of a lack of attention; (3) errors of
particular object. It is a mental interpretation designated as illusions,
process that is associated with bodily for example, the mirage, or
activities; that is, with the activities camouflage, the function of which is
of the sense organs and of the to disorganize the perceptions; (4)
emotional strain.

Understanding the Self 5

 Learning to be a Better Student Midterm

Perceptions become more and more
perfected with age, education, and
mental development because they
embody a more accurate and
extensive the individual’s observation
is and the more faithful his
interpretations of it, the better his
opportunity to remember and use
the materials presented to his
sense.
Students with a wide array of
perception can deepen their learning
experience. It is through a ways through the sense organs. Past
meaningful association to the
learning stimulants that students can
have a fruitful learning.
A.3 Imagination
which are not actually present to the
senses.
Imagination presupposes
sensation and perception, for the
imagination can utilize only those
materials which have reached it in
some way through the senses. It is
evident that if a sense is defective or
lacking, the corresponding images
will be defective or lacking.
Nothing can be imagined which
has not been experienced in some
sensory experiences furnish the
materials out of which imagery
comes. There are two functions of
imagination, namely, the
reproductive and the constructive.

Reproductive imagination
involves the reviving of past sensory
impressions in their original form and
in the order in which they originally
occurred, though not in the same
exactitude with which they were first
experienced. The constructive
imagination signifies the power of
producing images of objects not
previously perceived.
Imagination must be cultivated
on account of its utility and controlled
Source: Google KERA Think: The Limitless
on account of its danger. During the
Human Imagination school life of the individual the
imagination must be guided and
Imagination may be described as the directed most carefully. The
mental power of reproducing past imagination, particularly the
sensory experiences of object not constructive imagination, is
actually present to the senses and of necessary for the understanding of
recombining elements of past schoolwork, for the interpretation of
sensory experiences into new forms. history, literature, art, music,
Imagination is, then, the mental power of geography. The training, direction,
forming representations of material objects and guidance of the child’s
Understanding the Self 6
 Learning to be a Better Student Midterm

imagination is one of the teacher’s through the senses and reproduces

main tasks.
The pupil who is lacking in imagination
does not learn, he merely imitates.
A.4 Memory
the sensible images with a knowledge
or awareness of their perception at a
previous time. The intellectual
memory is the capacity which the
intellect possesses to retain and to
reproduce intellective conditions that
have already been acquired.

Note: There is the additional danger that pupils

may remember words and never get the
meaning. One may have a good rote memory
without understanding, since words rather
than ideas are memorized.

Source: Google: Sites at Penn

States I Editing our Memories
Memory involves three
Memory is the power of the functions or basic operations:
mind by which past mental acts and namely, the retention, recall, and
states of consciousness are retained, recognition of past experiences.
recalled, and recognized. It is the
(1) Retention is based on the
capability of the mind to preserves
theory that experiences,
conscious processes, that is, to retain
both sense and intellective,
representations of past experiences
persist in some form, while
and to reproduce them later with the
not realized in
recognition or awareness that they
consciousness. Retention
are past experiences.
depends upon the
Moore has defined memory as vividness, the frequency,
“the conservation of past experience and the recency of
and its later utilization as the impressions. To improve
occasion may arise.” The mere recall one’s retention, meaningful
of a past experience is only one phase repetition, and by multiple
in the process of memory. sense appeal, by interest,
and by concentration of
Memory includes recognition while
imagination does not.
attention should be
practiced.
There are two divisions of memory:
namely, the sensory and the (2)Recall is the actual
intellectual. reproduction or revival pf
past experiences in
The sensory memory preserves
consciousness. Memory not
and recalls impressions acquired
only retains sensory

Understanding the Self 7

 Learning to be a Better Student
impressions and ideas, but
it also brings them back to
consciousness. Recall is of
two types, spontaneous or
immediate, and voluntary.
❖ Spontaneous recall
involves the memory of
familiar objects and
persons. The efficient
recall of past
experiences is governed
by the laws of
association of meaning,
i.e., by contiguity in time
and space, by similarity,
and by contrast. Which
provide facilitation in the
acquisition of meaning.
❖ Voluntary recall of past
mental experiences is
usually termed
reminiscence and
involves reflection,
comparison, and choice,
or the acceptance or
rejection of a selected
line of thought.
(3)Recognition is the reference
of the present recalled
experience to the past. It
involves the recollection and
placing of recalled
experiences and requires a
background of meaning and
a familiar setting. It is
purely mental. The
improvement pf recognition
is accomplished by the well-
organized system of ideas.
Improvement of recognition
depends upon improvement
Midterm
of association. Recognition
is of two types:
❖ Vague recognition
implies some
recognition but little
more than a general
feeling or awareness
of familiarity, that is,
somewhere at some
time one has had the
experience.
❖ Definite recognition,
that is, recognition
properly so called,
occurs only when the
attention is directed
to the past.
There are two general types
to classify memory:
(1) Rote memory is
frequently called
mechanical memory or is
described as “learning by
heart.” It refers to the
ability to repeat verbatim
materials previously
learned or mastered.
(2) Logical Memory implies
understanding. For logical
memory the pupil must
first comprehend the
significance and meaning
of the material.
Memory cannot exist without association
which is the mental process in which past
ideas and experiences are brought into
consciousness by means of their
connections with others in it.
Understanding the Self 8
 Learning to be a Better Student
A.5 Attention
Attention may be described as
the direction of the cognitive powers
toward one object or a group of
objects; or toward a thought; or
toward an activity to the exclusion,
more or less completely, of all others.
There are two forms of attention, the
spontaneous and the voluntary.
(1) Attention is spontaneous or
involuntary when the mind
is acted upon by the mere
force of the stimulus
presented. This includes the
flashing light, loud noises,
moving objects, and brilliant
colors.
(2) Attention is voluntary when
there is a deliberate and
purposive focusing of the
mind upon the object. It is
termed “voluntary” because
it requires effort of the will.
The only way to train attention is by
attending. To pay attention consists
in keeping the desired object at the
center of consciousness and in
keeping the distractions in the
background.
Midterm
B. The Learning
B.1 The Learning Process
Learning is “a process that
leads to change, which occurs as a
result of experience and increases the
potential from improved performance
and future learning” (Ambrose et al,
2010, p.3). The change in the learner
may happen at the level of knowledge,
attitude or behavior. As a result of
learning, learners come to see
concepts, ideas, and/or the world
differently.
Learning constitutes the
central theme of Educational
Psychology- an understanding of how
pupils learn and of the conditions
under which they learn best is the
first and major contribution which
psychology can make to educational
practice. It is in this topic that we will
explore what is learning; how and
under what conditions it takes place;
the kinds of learning; the theories
Understanding the Self 9
 Learning to be a Better Student
devised to account for it; and the
factors, both physiological and
psychological which influence it. It is
very important to note that the school
as a special environment for the
facilitation of learning, its major task
is to provide for the effective
acquisition and utilization of
knowledge and skill.
Learning is the most universal
and important occupation of man;
and it is the only means of achieving
progress at any period in life. The
capacity to learn is the most
significant native endowment of man,
for it is the primary characteristic of
his rational nature. Psychologist
consider that the capacity to learn
constitutes the best single measure of
man’s intelligence. It is obvious, that
through education, man can learn.
The major activities of the school
consist in the motivation, guidance,
direction, and evaluation of the
process of learning in order to aid
students in appreciation of and
control over the values of life.
Learning may be described as
the mental activity by means of which
knowledge and skill, habits, attitudes,
and ideals are acquired, retained, and
utilized, resulting in the progressive
adaptation and modification of
conduct and behavior. (B.R. Bugelski,
The Psychology of Learning)
How Learning Takes Place.
The effectivity and efficiency of
students learning depends upon how
well the teacher understands and
applies what is known about the
Midterm
learning process. The activity of the
learner is the most significant
characteristic of learning. This means
to say, that learning is not a passive
assimilation or absorption, but rather
a process of adaptation which
necessitates purposeful effort on the
part of the learner. Learning occurs
progressively and is an activity of his
mind. Therefore, depends not merely
on the materials which books contain
and which teachers present, but
rather more on the way in which the
mind of the pupil reacts in response
to such extrinsic agents as books and
teachers.
The objectives of the learning
process in the school situation:
✓ The acquisition of
knowledge;
✓ The development of
skills and habits
involving ability to
perform tasks or to
acquire patterns of
behavior;
✓ The functioning of the
power to think clearly,
resourcefully, and
independently.
Note: In order to understand how
learning takes place, it is essential to
know the nature of the learner, and
the nature of his mind.
Learning would be impossible
without memory. To learn means to
have acquired, to have retained, to
have reproduced, and to have
recognized experiences. Since all
learning takes place under best
Understanding the Self 10
 Learning to be a Better Student
condition of clear and undivided
attention, it is clear that the primary
factor in rational learning is attention.
The importance of attention as a
factor in learning has been described
as follows:
People who are good learners have
what is commonly called a high power
of concentration… Poor learners are
poor in attention. Their conscious
processes are not clear-cut; the
difference between the clear and the
vague is not so marked. Good learnings
are able to stick to a task and maintain
a continuously high level of attention…
Poor learners vacillate; they cannot
stick to a task long at a time… The poor
learner, nor does he work so long at the
same task as does the good learner,
nor does he work so effectively while he
does work. Another difference between
good and poor learners is that the
former sees what is significant. The
important, meaningful aspects of their
experience are apparent to them. The
world in general is to them a more
meaningful world… Aspects and
attributes of objects appear to the good
learner that do not appear to the poor
learner. (W.H. Pyle, “A Theory of
Learning”, Psychological review,
31:321-327, 1924.)
The most significant manner of
utilizing and applying rational
learning is in problem solving, which
is a primary and fundamental aim of
all education. To solve a problem, it is
necessary to utilize knowledge and
experience constructively. This
involves the following steps:
Midterm
1. Recognition of the difficulty and
an analysis of the situation and
also the goal to be achieved;
2. Search for essential facts, for
relationships, for similarities
and differences with past
experiences or facts previously
known as well as for general
rules and principles that may
apply;
3. Organizing in orderly
arrangement the data
obtained;
4. Critical evaluation of possible
solutions;
5. Testing and verification by
application to other data;
6. Formulation of conclusions
clearly and concisely. (W.A.
Brownell, “Problem Solving,” in
National Society for the Study
of Education, Forty-First
Yearbook, Part II, The
Psychology of Learning, 1942,
pp. 438-440)
B.2 Efficiency of Learning
Retention and Forgetting
The efficiency with which learning
takes place is influenced by many
factors and conditions. In
determining the efficiency of
learning, it is constituted with
important factors such as the
background of the previous
learning experiences, the learner’s
level of mental ability and stage of
maturation attained, the types of
motivation utilized, the study skills
employed, the interests, attitudes,
and values of the learner, as well
Understanding the Self 11
 Learning to be a Better Student
as the proper functioning of the
senses, freedom from physical
defects, and lack of fatigue.
Among all these major factors in
efficiency of learning is the
retention. To have learned means
to have retained; hence all
learning involved retention.
Retention. By retention is meant
the persistence of learning, that is
the extent to which material
originally learned is preserved so
that it may subsequently be
recalled and recognized.
Successful learning is dependent
on the individual’s ability to retain
what is essential and forget what
is nonessential.
Measurement of Retention.
There are three considered to be
classical methods of measuring
retention, namely, the recall, the
recognition, and the savings
methods.
✓ Recall requires the students
to reproduce whatever he
can of the materials which
have been required.
✓ Recognition method
involves the ability to select
from a list of items those
which have been learned
previously.
✓ Savings or relearning
method is considered to be
a more sensitive measure
that either recall or
recognition.
Forgetting. Retention and forgetting
stand in inverse relationship to each
Midterm
other. Forgetting which is a normal,
everyday event denotes the gradual or
rapid loss of material.
Some forgetting is the result of
failure to use learning, or the
lessening of a need for the material,
or lack of practice.
Factors Affecting Efficiency
in Learning
These are the factors which
influence directly the efficiency
of learning are the following:
overlearning, review,
recitation, the length and
distribution of practice, whole
and part learning, the nature of
the material to be learned,a dn
lapse of time, particularly the
summer vacation.
Overlearning. Since a direct
relationship exists between
retention and the degree of
learning, whatever improves
retention makes for
effectiveness in learning.
Whatever is well learned is well
retained. Overlearning
improves retention and is the
fundamental technique for
counteracting forgetting.
Review. Retention is well
facilitated by review, the
purpose of which- through
repitition and critical
reexamination- is to attain a
more complete understanding
of relationships and a better
organizing of materials
previously learned. Review
practices and activites include
Understanding the Self 12
 Learning to be a Better Student
summaries, classroom
discussions, repeated testing,
examinations, and all other
provisions made in
instructional procedures for the
use of previously learned
materials in new situations and
problems.
Recitation. The term
recitation is used here to
indicate the attempt of the
pupil to recall and to restate to
himself, or to another person,
material which he has studied.
Length and Distribution of
Practice. Practice as a
condition affecting the rate nad
progress of learning involves
two important factors: the
length of the period of specific
practice; and the frequency of
practice necessary in order that
the pupil make the maximum
progress in the skill to be
attained and in the knowledge
to be acquired.
Whole and Part Learning.
The whole method of learning
involves securing an idea of the
material in its entirety,
together with its chief divisions
and subdivisions, and then
developing it as a unit or a
whole. The parts method of
learning involves the division of
the material into parts,
separately studies until
mastered; and then the various
parts are combined into a
whole.
Midterm
The Nature of the Material
to be Learned. The
relationship between type of
material to be learned and
retention has been
demonstrated in many studies.
Finding the meaningfulness of
the material is the key to
efficient and effective learning.
B.3 Motivation in School
Learning
The Meaning and Nature of
Motivation. Motivation is the desire
to act in service of a goal. In attaining
our objectives, motivation is the
crucial element. It is one of the
driving forces behind human
behavior. It also encompasses the
desire to continue striving toward
meaning, purpose, and a life worth
living.
The terms motivation, motive,
and motivating are all derived from
the Latin verb movere, which means
“to move” or “to set in motion” or “to
prompt to action.” The term motive in
its broadest meaning is anything
which “energizes” behavior, that is,
initiates, sustains and directs activity.
Understanding the Self 13
 Learning to be a Better Student Midterm

Motivation, in the broadest external, while motives are

sense, is the process by which fundamental and vital.
behavior is initiated and accelerated
and which involves the stimulations Interest and Motivation. Interest
of actions toward a particular object is a primary and fundamental source
or goal. of motivation. It has been defined as
the pleasurable or painful feeling
Pop-Up Question: What motivates you? produced by an idea or object with
the power of attracting and
sustaining attention. Interest
Educationally, motivation generates effort.
means providing with motive, that is
stimulating the intention or the “will The Sources of Motivation.
to learn.” It is the process of inducing In general, the sources upon which
motives which will “energize” learning motivation depends may be said to
and behavior. This involves the be intellectual, emotional, and social
stimulation of pupils to willingly in nature.
participate with the tasks of the
classroom, by making these tasks Examples of such sources of
significant and purposeful. Since motivation include the
learning is not a passive absorption, following:
learning cannot take place in the 1. Appreciation of the value
absence of intention or “will to learn”. and worth of the subject
Therefore, motivation is the primary matter itself;
condition of learning around which all 2. Recognition of a value
problems of learning, teaching, and inhering in the subject
discipline center. matter either as a
foundation for other
The purpose of motivation may schoolwork or as
be considered to be threefold: (1) to preparation for a vocation or
arouse interest; (2) to stimulate a occupation;
desire to learn which leads to effort; 3. Curiosity which stimulates a
and (3) to direct these interests and desire to acquire
efforts toward the accomplishment of information or to achieve
suitable purposes and toward the understanding;
attainment of definite goals. 4. The influence and personal
inspiration resulting from
Incentives and Motivation. example set by a teacher;
Incentives represent some type of 5. Social approval involving
goal for the attainment of which commendation of teachers,
learning is a necessary means in a parents, fellow students;
given situation. Incentives are 6. Competition of various
types;
Understanding the Self 14
 Learning to be a Better Student Midterm

7. Praise, approval, evaluation of himself, that is,

encouragement of others through his self-concept.
(reproof and disapproval
The Educational Implications
also);
of Motivation. The complete
8. Desire for distinction, which
education must establish ideals,
includes grades, prizes,
from habits, develop interest,
rewards, honor roll, and the
provide rational and ethical
like.
motives, to guide and direct the
9. Economic necessity;
learner in performing the daily
10. Desire to meet standards of
tasks of the school and the daily
accomplishment and to
acts of life.
avoid the consequences of
failure. B.4 The Process of Effective Study
The Basic Factors in
What Effective Study Means. To
Motivation. The basic factors in
study means to apply one’s mental
motivation are three. First factor
capacities purposefully to the
is the learner whose
acquisition, understanding and
development, learning, and
organization of knowledge. Study is a
conduct are the objects of
phase of formal learning by means of
motivation. Second, is the
which the individual seeks to gain
teacher whose task it is to guide
new facts, to establish new habits, to
and direct the interests and
acquire new attitudes, and to perfect
efforts of the pupil toward the
new skills in an efficient and
accomplishment of suitable
economical way.
purposes and toward the
attainment of definite goals.
Qualities of Effective Study. The
Third consists of the techniques
process of effective study does not
and devices of which the teacher
consist merely in storing up facts and
makes use in order to stimulate,
information. The process of effective
to guide, and to direct the
study constitutes a disciplinary
intention, or “will to learn.”
training. By its very nature, the
Level of Aspiration. Level of process of effective study constitutes
aspiration is not a technique of a disciplinary training. The process of
motivation. It is indicative of what effective study must conform to
the learner expects to achieve or certain physiological and
accomplish and is determined psychological laws and principles.
largely by the conception of his Since bodily conditions affect mental
own abilities and his previous activity, the primary prerequisite for
experiences and achievements. It effective study is a sound mind in a
also involves the learner’s healthy body.

Understanding the Self 15

 Learning to be a Better Student
The most natural and the most
successful way to attain a
thorough development of the
process of effective study is to
have stored up from many sources
a supply of images, expressions,
facts, associations, and memories,
in order that some point of contact
may be found, readily and easily,
between new material and that
which has been acquired
previously.
The Factors in the Process of
Effective Study.
✓ The first principal factors in
purposefulness; that is the
individual who studies with
a specific purpose, studies
effectively.
✓ The second principal factor
consists of the assimilation
and application of facts,
information, ideas, and
knowledge acquired in the
process of study.
✓ The third factor consists of
organization of knowledge
and the distinguishing of
salient features from minor
points.
✓ The fourth principal factors
involve the development of
soundness of judgement
and thoroughness of
reasoning.
✓ The fifth factor is the
exercise of memory.
✓ The sixth important factor
consists of the provisions for
opportunities for the
exercise of initiative, self-
activity, self-reliance, and
Midterm
self-control on the part of
the learner.
The Teacher’s Function is the
Process of Effective Study.
Educational psychology deals with
the mental processes and with the
methods and procedure for
guiding intellectual growth and
development. The most important
function of teacher is to direct the
learner in such a way that they
acquire right methods of study.
The teacher’s function in laying
the foundations for the acquisition
of methods of effective study is to
instruct the learners in the
following respect:
a) How to use the textbook;
b) How to take and to keep
notes on schoolwork;
c) How to use the library;
d) How to gather materials
from sources;
e) How to use source and
reference materials;
f) How to organize and classify
facts and information;
g) How to evaluate facts and
data;
h) How to control attention;
i) How to utilize memory
economically.
The Learner’s Function in the
Process of Effective Study. The
learner must realize first that it is a
necessity to acquire methods of
effective study. To develop an
interest in the pursuit of his work. The
daily goal of the learner as he
becomes more efficient in the process
of effective study should be to
Understanding the Self 16
 Learning to be a Better Student Midterm

prepare his schoolwork in less time or 11) Develop and use habits
to achieve a greater degree of of critical thinking
mastery in the same time. 12) Use all the material aids
available
There are conditions for the effective 13) Connect each day’s
study to be achieved: lesson with the lesson of the
1) The learner must be previous day
intellectually capable of 14) Utilize the whole method
studying effectively. of learning
2) The learner must have the 15) Make an outline of the
opportunity to do the lesson
necessary studying under 16) Every lesson is a task for
favorable conditions. oneself
3) The learner must have a 17) Work independently
motive which is sufficiently 18) Prepare each lesson
strong to cause him to take every day
advantage of his opportunities 19) Text the preparation
and to study effectively within 20) Apply the knowledge
the limits of his capacities. acquired
21) Review systematically
The Principles of Effective Study. and periodically and avoid
Effective study involves the following cramming
essential principles. If these 22) Develop an interest in
principles are adhered to carefully, school subjects.
they will guide the students in the 23) Strive to excel
acquisition of desirable mental habits.
1) Budget Time B.5 The Transfer of
2) Distribute study time Learning
effectively
3) Arrange task economically The Meaning of Transfer of
4) Study actively with vigor and Learning. A fundamental principle of
determination education that the systematic
5) Understand the assignment development of knowledge and skill,
6) Systematize the materials in the methodical formation of habits of
the lesson thought and of action, can have no
significance unless they are directed
7) Have a proper study conditions
toward the achievement of human
and necessary materials
excellence.
8) Learn to use the textbook
properly The term transfer of learning is
9) Develop effective methods of used to indicate the outcomes or
reading effects of learning that may be used
10) Increase Word power advantageously in further learning
(Vocabulary) and in the performance of life tasks.
Understanding the Self 17
 Learning to be a Better Student
It involves the application of newly
acquired learning, set of skills,
attitudes in the school and in day-to-
day life basis.
The term formal discipline as
has been described by Kolesnik,
education consists in strengthening
or developing the powers of mind by
exercising them, preferably on
difficult, abstract material such as
Latin, Greek and mathematics. For
disciplinary purposes, the content of
school subjects is held to be of
secondary importance. It is the form
which is thought to be especially in
the creation of minds able to operate
well in any field of endeavor.
(W.B.Kolesnik, Mental Discipline in
Modern Education, 1958, p.4, The
University of Wisconsin Press.)
The transfer of learning may be
positive, negative, or zero. Under
positive transfer, this indicates that
the training in one subject, task, or
situation improves the performance
in the second subject of situation. The
transfer may be negative if the
training in one subject, task, or
situation interferes with, retards, or is
detrimental to performance in the
second subject, task, or situation.
Zero transfer indicates that training
in one subject, task, or situation
produces no observable influence or
change in efficiency in the second
subject or situation.
The Nature of the Transfer of
Learning. Based on the theory of
formal discipline, that certain school
subjects, especially those of an
Midterm
abstract nature, when studied
properly and intelligently, are best
suited for mind training than others.
It maintains that the most important
function of education is its discipline,
or training of the mental and moral
powers and capacities so that the
individual will think, express ideas
clearly, analyze problems, and make
intelligent decisions.
Factors Influencing Transfer of
Learning.
1) Mental Ability of the Learner
2) Method of Teaching. Method
signifies a definite way of
performing a task. This
involves, particularly, careful
selection of materials, the
adaptation of these materials
to the abilities of the students,
the organization and
presentation of materials
following logical sequence.
Castiello stressed the
importance of method of
teaching as a factor in transfer
as follows:
Teachers who desire to obtain
transfer should explicitly point
out the values and methods
which can be acquired in the
learning of any subject, and
should clearly indicate the
possibility of transferring those
values and methods to other
fields. (J.Castiello, SJ.,
Geistesformung, p. 137.)
Understanding the Self 18
 Learning to be a Better Student Midterm

Summary
In this module, we have discussed The Nature and The Fundamental
Equipment of the Learner that starts with the distinction between the body
and soul. The union of body and soul constitutes to the formation of the human
personality. Under the cognitive faculties are the: Sensation is defined as the
conscious processes which are the immediate results of the stimulation of
sense organs, by means of which man becomes aware of existence and
properties of particular objects which stimulate the senses to action;
Perception as the mental process of interpreting and giving a meaning to
sensation of a particular object; Imagination is the mental power of forming
representations of material objects which are not actually present to the
senses; Memory is the power of the mind by which past mental acts and states
of consciousness are retained, recalled, and recognized; and Attention may be
described as the direction of the cognitive powers toward one object or a group
of objects; or toward a thought.

In our quest to deliver an impactful education, it is essential to teach the

learner how to become a better student. This starts with The Learning Process.
As discussed by Ambrose (2010), Learning is “a process that leads to change,
which occurs as a result of experience and increases the potential from
improved performance and future learning”. It is also important to master the
efficiency in learning and to know the factors that affect the learning process
to be retained or forgotten. In learning, it is very important to address the
motivation in school learning. Motivation means providing with motive, that is
stimulating the intention or “will to learn.” It is the process of inducing motives
which will “energize” learning and behavior. To equip the learners better, the
process of effective study was also tackled. To study means to apply one’s
mental capacities purposefully to the acquisition, understanding and
organization of knowledge. Lastly, the transfer of learning. This is used to
indicate the outcomes or effects of learning that may be used advantageously
in further learning and in the performance of life tasks. It involves the
application of newly acquired learning, set of skills, attitudes in the school and
in day-to-day life basis.

Understanding the Self 19

 Learning to be a Better Student Midterm

Check For Understanding/Personal Reflection

Write your personal reflection in a yellow paper on the topics discussed that
will reflect and/or show the value and significance of studying history in the
present. Maximum of 3 paragraphs for each question. Each question is
equivalent to 5 points. Make it comprehensive (not just a one or two
sentence answer) and DO NOT COPY ANSWERS FROM THE
INTERNET/GOOGLE without proper in-text citations, the teacher could
discern plagiarized outputs.

Guide Questions:
a) Make a table that visualizes your daily routine, including your class
schedules and study schedules. Below the table, explain why you have
this kind of routine and what do you think are the things that you want
to change and/or develop.
b) What are the factors that affect your study habits?
c) After learning the Nature of the Learner and the Fundamental
Equipment of the Learner, how can you be a better student?

Understanding the Self 20

 Learning to be a Better Student Midterm

ACTIVITY

SWOT Analysis: Becoming a Better Student

Direction: Learning to be a better student requires having the knowledge on the
nature of the learner and the fundamentals of learning. Using SWOT analysis tool
that stands for Strength, Weakness, Opportunities and Threats, you will identify
and analyze your strengths and weaknesses and other areas of learning.

Learning Strengths Learning Weaknesses

What are your learning strengths? What factors hinder your learning
process?

What is your unique study habit? What areas do you need to

improve?
________________________
________________________
___________________________

Learning Opportunities Learning Threats

Is the learning delivery and
What affects your learning process meet your needs?
strategies?

Does the learning objective and the

How does the internet help in your will to learn shrinking?
studies?

___________________________

Understanding the Self 21

 Learning to be a Better Student Midterm

ASSESSMENT

Name: __________________________________ Score: ___________

Degree Program/Year/Section: ____________ Date: ____________

A. Recall. Give what is being asked for each item. Write down the words
on the space provided before the number.
________________1. It is the ultimate internal principle by which the
body is animated.
__________________2. It may be described as the conscious response
resulting from the stimulation of a sense organ.
__________________3. It may be defined as the mental process of
interpreting and giving a meaning to sensation of a particular object.
__________________4. It is the mental power of forming representations
of material objects which are not actually present to the senses.
__________________5. The power of the mind by which past mental acts
and states of consciousness are retained, recalled, and recognized.
B. Differentiate. Compare and contrast the following words.

a. Sensory Memory vs. Intellectual Memory

______________________________________________________
______________________________________________________
______________________________________________________

b. Retention vs. Forgetting

______________________________________________________
______________________________________________________
______________________________________________________

c. Interest vs. Motivation

______________________________________________________
______________________________________________________
______________________________________________________

C. Essay. Write an essay about how are you going to become a better
student and what would be the implication of being one. It should be
at least 300-500 words for submission on a specified date.

Understanding the Self 22

 Learning to be a Better Student Midterm

This fly leaf/blank page is set aside/reserve for your note-taking needs.

Understanding the Self 23

 Learning to be a Better Student Midterm

REFERENCES

Ambrose et al, 2010, p.3

Brownell, W.A. (1942). “Problem Solving,” in National Society for the Study of
Education, Forty-First Yearbook, Part II, The Psychology of Learning. pp.
438-440.

Bugelski, B.R. (1963). The Psychology of Learning (New York: Holt, Rinehart &
Winston, Inc.

Castiello, J. (1936). A Human Psychology of Education. New York: Sheed & Ward,
pp. 170-194. Reissued by Loyola University Press, Chicago, 1962.

Kelly, William A. (1956). Educational Psychology. The Bruce Publishing Company.

Milwaukee. Revised Edition.

Kolesnik, W.B. (1958). Mental Discipline in Modern Education. p.4. The University
of Wisconsin Press.

LibGuides: Comics, Graphic Novels, and Manga: Home. (n.d.). Retrieved

October 11, 2022, from https://library.triton.edu/c.php?g=1107468

Moore, T.V., Cognitive Psychology., Philadelphia: J.B. Lippincott Co., 1939

Pyle, W.H. (1924). “A Theory of Learning”, Psychological review, 31:321-327.

Understanding the Self 24