JIGAWA STATE COLLEGE OF EDUCATION P.M.

B 1002 GUMEL
SCHOOL OF EDUCATION
DEPARTMENT OF PSYCHOLOGY
COURSE: EDU 123
EDUCATIONAL PSYCHOLOGY II (HUMAN LEARNING)
TITLE: GROUP ASSIGNMENT
BY
GROUP 39 SUB B
S/N NAME ADM NO
1. ABDULLAHI UMAR
2. ABDURRAHMAN ABDULLAHI
3. ABDURRASHID MUSA
4. ABUBAKAR HARUNA
5. AMADU SABO
6. AMADU SABO
7. AMINU KABIRU
8. HARUNA MUHAMMAD
9. HASSAN HUSSAINI
10. HAUWA ABDU
11. IBRAHIM ABDULLAHI
12. ISAH SA’IDU
13. KAMILU ABDURRAHMAN
14. MUSA ILIYA
15. NASIRU MAGAJI
16. NUHU SHU’AIBU
17. SALI SANI
18. SALIM GALI
19. SALISU ISAH
20. SHAFI’U UMAR
21. ZAKARIYYA IBRAHIM
22.
23.
24.
25.
26.
QUESTION: Factors Influencing Learning

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INTRODUCTION

Learning is a multifaceted and fundamental process that underpins human

development and adaptation. It involves the acquisition, processing, and
retention of knowledge, skills, behaviors, and attitudes through experiences,
interactions, and instruction. Learning is not confined to formal educational
settings but occurs continuously throughout life, shaping individuals'
understanding of themselves, others, and the world around them. This
dynamic process is influenced by various factors, including cognitive, socio-
cultural, emotional, and environmental elements, which interact in complex
ways to shape learning outcomes.

MAIN BODY

Factors influencing learning can vary widely, encompassing cognitive, socio-

cultural, emotional, and environmental aspects. Cognitive factors, such as
prior knowledge and learning styles, play a crucial role (Mayer, 2008).
Additionally, socio-cultural factors, including peer interactions and cultural
background, significantly impact learning outcomes (Vygotsky, 1978).
Emotional factors, such as motivation and mindset, also influence learning
processes (Dweck, 2006). Furthermore, environmental factors, such as
classroom environment and teaching methods, shape the learning experience
(Pianta et al., 2007).

1. Cognitive Factors:

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Prior Knowledge: Students build new knowledge on what they already
know. Prior knowledge acts as a foundation upon which new information is
integrated (Bransford et al., 2000).

Knowledge acquisition accumulates on a learner’s existing knowledge and

life experiences. Their prior knowledge about a particular topic can either
facilitate or prevent their ability to grasp new concepts. We understand new
and complex concepts by connecting them with existing information.
Teachers and instructors must use the learner’s prior knowledge to scaffold
new learning more effectively. For example, students with strong
mathematical foundations may grasp new mathematical concepts more easily.

Learning Styles: Individuals have different preferences for how they prefer
to learn, such as visual, auditory, or kinesthetic. Tailoring teaching methods to
match students' preferred learning styles can enhance learning outcomes
(Fleming, 2001).

2. Socio-cultural Factors:

Peer Interactions: Social interactions with peers influence learning by

providing opportunities for collaboration, discussion, and sharing of ideas.
Peer feedback and support can enhance understanding and retention of
concepts (Vygotsky, 1978).

Cultural Background: Cultural norms, values, and beliefs shape how

individuals perceive and approach learning tasks. Recognizing and respecting
cultural diversity in the classroom is crucial for effective teaching and
learning (Holliday, 1994).

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 3. Emotional Factors:

Motivation: Motivation is a critical aspect of learning. Motivated individuals

become engaged, focused, and willing to put in extra effort to learn and
progress. It mostly comes naturally to each individual (e.g.: intrinsic factors
such as personal interests, and curiosity), and sometimes they are extrinsic,
like rewards and recognition. Therefore, to significantly impact learning
outcomes, we must know what motivates a learner. Motivation plays a key
role in driving learning behavior. Students who are intrinsically motivated,
driven by personal interest or curiosity, tend to engage more deeply with
learning tasks and demonstrate better retention (Deci & Ryan, 2000).

Mindset: The mindset, whether fixed or growth-oriented, influences students'

beliefs about intelligence and learning potential. A growth mindset, believing
that abilities can be developed through effort and perseverance, fosters
resilience and a willingness to tackle challenging tasks (Dweck, 2006).

4. Environmental Factors:

Space is also a major deciding factor when it comes to effective learning. The
environment in which learning takes place can influence one’s ability to
absorb and carry forward captured information. A great learning environment
is something safe, comfortable, and free from distractions. It’s easy to find
such places- classrooms, online courses, or even a quiet study area at home
creates the right environment that enhances the learning experience.

Classroom Environment: The physical layout and atmosphere of the

classroom can impact learning. A supportive and inclusive environment that

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encourages participation and risk-taking fosters engagement and learning
(Pianta et al., 2007).

Teaching Methods: The next influencer is the way educators choose to

deliver instructions. Accommodating diverse teaching styles aligning with the
unique preferences of students is essential to creating an enabling learning
environment. Whether it’s visual props, hands-on activities, or group
discussions, leveraging multiple teaching approaches can profoundly improve
the learning capacity of the learners. Instructional strategies employed by
teachers significantly influence learning outcomes. Effective teaching
methods involve active learning, varied activities, and differentiation to cater
to diverse learner needs (Hattie, 2009).

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CONCLUSION

In summary, motivation, environment, teaching method, previous experience,

etc are all factors affecting learning. By considering these factors one can
optimize his or her learning experiences to achieve educational goals.
Whether students in a classroom or eternal learners exploring new interests,
these acknowledgments empower us to learn better since they enhance our
efficiency as learners.

REFERENCE

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn:
Brain, mind, experience, and school (Expanded Edition). National
Academies Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human
needs and the self-determination of behavior. Psychological Inquiry, 11(4),
227-268.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Neil D.
Fleming.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating
to achievement. Routledge.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge
University Press.
Mayer, R. E. (2008). Learning and instruction. Pearson.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2007). Classroom assessment
scoring system (CLASS). Handbook of classroom management: Research,
practice, and contemporary issues, 2, 485-500.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.