Professional Documents
Culture Documents
Cat 1 and 2
Cat 1 and 2
GROUP 3 MEMBERS
S NAME REG NO MOBILE NO SIGN IN SIGN OUT
N
1 CHARLES KURIA BEDA/2022/49079 0112417914
2 AKINYI MARY BEDA/2022/50182 0768645685
3 MORRIS GICHINI BEDA/2022/48898 0791211930
4 OLIVE NDERITU BEDS/2022/46012 0717282584
5 KURIA RUTH NJERI BEDS/2022/45905 0796 574122
6 NOEL WANDEDE BEDS/2022/45515 0708 254818
7 MAWILI J MUUO BEDS/2022/47519 0790 718876
9 ROSEMARY MWIHAKI BEDS/2018/84162 0740826972
10 JOSPHINE JEPKORIR BEDS/2022/50119 0728804319
TASK: CAT 1: Explain the benefits of using social learning theory in a class set up.
CAT 2: Learners have inherent ability of learning. Support this with five critical
arguments
TABLE OF CONTENT
CONTENTS PAGE
CAT 1 ………………………………………………………………………………….....1
Introduction………………………………………………………………………………...1
Processes involved in social learning……………………………………………………....1
How social learning theory stimulates forms of learning………………...……….……….1
Increased Engagement……………………………………….….…….……………………2
Vicarious Reinforcement……………………………………..…………….………………2
Social Interaction………………………………………………………………………....3
Cultural Context…………………………….…..…………….……………………………3
Self-Efficacy….. ………………………………………..………………………………….3
Conclusion………………………………………………..…………….…………………….4
References for social learning theory include…………..…..……………….……………….4
CAT 2………………………………………………………………….…………………….5
Learners have inherent ability of learning. Support this with five critical arguments…..…..5
Introduction………………………………………………………………….……..………..5
Cognitive development theories…………………………………………….…….……….. 5
Diversity of learning styles and abilities among individuals suggests that learning is an inherent universal
patterns……………………..…………………………….…………..……………………….. 5
Humans are social beings who interact and gain new knowledge from each other through
interactions…………………………………….………………………………………....……5
Individual differences and talent amplify the learner’s inherent ability to learn. ….…………6
Humans are born with a brain that is capable of learning and processing information…….…6
Conclusion…………………………………………………………………………….……....7
References……………………….……………………………………………………….……7
CAT 1
Social learning theory, introduced by psychologist Albert Bandura, proposed that learning
occurs through observation, imitation, and modelling and is influenced by factors such as
attention and motivation. The theory accounts for the interaction of environmental and cognitive
elements that affect how people learn. It suggests that learning can occur through direct
experience, but also through indirect experience by observing others.
a) Attention: Individuals must pay attention to the behaviors and outcomes they observe in
others. This requires focusing on relevant aspects of the situation and the model’s
behavior.
b) Retention: Individuals must be able to remember or retain the information they have
observed. This can involve mental processes such as imagery, verbal coding, or symbolic
representation.
c) Reproduction: Individuals must be able to reproduce or imitate the observed behavior.
This involves translating the remembered information into actions.
d) Motivation: Individuals must be motivated to imitate the behavior. This motivation can
be influenced by factors such as the model's characteristics, the perceived benefits of the
behavior, and the individual's own self-efficacy beliefs.
However, Utilizing social learning theory allows teachers to engage students in ways that align
with natural social behavior. Social learning theory lends itself to more stimulating forms of
learning as shown below;
Increased Engagement:
Social learning encourages interaction among students. It fosters a collaborative learning
environment where students actively participate, discuss, and share ideas. This engagement
can enhance interest in the subject matter and motivation to learn.
Social Interaction:
By promoting group work, peer teaching, and cooperative learning, social learning theory
recognizes the importance of social interaction in the learning process. Students benefit from
sharing experiences and ideas with others.
Cultural Context:
Social learning acknowledges that learning is influenced by cultural norms, values, and social
context. Incorporating diverse perspectives and encouraging dialogue enriches the learning
experience.
Self-Efficacy:
Observing successful behaviours in a social setting boosts students’ confidence and self-
efficacy. When they witness their peers mastering skills, they believe they can do the same.
Motivation and Enjoyment:
Social learning activities provide intrinsic motivation. Students feel a sense of
accomplishment and connection when they actively participate and learn from others .
CONCLUSION
In conclusion, social learning theory offers a valuable framework for understanding how
individuals learn and develop through observation, imitation, and interaction with others. By
emphasizing the importance of social context and interpersonal relationships, this theory has
significant implications for various domains, including education, psychology, and sociology.
Through social learning, individuals acquire knowledge, skills, and behavior’s not only from
formal instruction but also from observing and interacting with peers, family members, and role
models. This process of social modelling and reinforcement shapes attitudes, beliefs, and actions,
influencing both individual development and societal norms.
In addition, the social learning hypothesis suggests that people may learn by seeing how others
behave in social situations. It is based on the idea that people acquire new skills by watching,
copying, and modelling the behaviors of others.
I. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
This book by Albert Bandura is one of the foundational works on social learning theory. Bandura
outlines the key concepts, processes, and applications of the theory.
II. Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ:
Prentice-Hall.
In this book, Bandura expands on the social learning theory and introduces the concept of self-
efficacy. He discusses the role of cognitive processes in learning and behavior.
III. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.
This book focuses specifically on the concept of self-efficacy, which is a central aspect of social
learning theory. Bandura explores how self-beliefs influence motivation, learning, and
performance.
IV. Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of Aggression through
Imitation of Aggressive Models. Journal of Abnormal and Social Psychology, 63(3), 575-
582.
This landmark study, often referred to as the Bobo doll experiment, demonstrates how children
learn aggressive behaviors through observation and imitation. It provides empirical evidence for
social learning theory.
INTRODUCTION
The process of learning is fundamental to human existence, shaping our understanding,
behaviors, and interactions with the world around us. At the heart of this process lies the concept
of inherent ability – the innate capacity within individuals to acquire knowledge, skills, and
behaviors. While the nature versus nurture debate has long intrigued scholars, mounting evidence
suggests that learners possess an inherent ability to learn, catalyzing their cognitive development
and adaptation to diverse environments. This discussion explores this notion, delving into five
critical arguments that underscore the inherent ability of learners and its implications for
education and society at large.
CONCLUSION.
In summary, the inherent ability of learners to acquire knowledge, skills, and behaviors is
supported by a convergence of evidence from cognitive psychology, humans born with a brain
that is capable of learning and processing information, diversity of learning styles and abilities
among individuals suggests that learning is an inherent universal patterns , humans are social
beings who interact and gain new knowledge from each other through interactions, and
individual differences and talent amplify the learners inherent ability to learn. Recognizing and
nurturing this capacity is essential for designing effective educational practices, fostering lifelong
learning, and promoting human flourishing in an ever-changing world.
REFERENCES
i. Piaget, J. (1970). “Genetic Epistemology.” New York: Columbia University Press.
iii. Doidge, N. (2007). “The Brain That Changes Itself: Stories of Personal Triumph from the
Frontiers of Brain Science.” New York: Penguin Books.
iv. Pinker, S. (1997). “How the Mind Works.” New York: W. W. Norton & Company.
v. Tomas Ello, M. (1999). “The Cultural Origins of Human Cognition.” Cambridge, MA:
Harvard University Press.
vi. Gardner, H. (2006). “Multiple Intelligences: New Horizons.” New York: Basic Books.
vii. Csikszentmihalyi, M. (1996). “Creativity: Flow and the Psychology of Discovery and
Invention.” New York: Harper Perennial.