Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus
DIMENSIONS AFFECTNG LEARNING ACQUISITION OF
CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS
A.Y. 2013-2014
A Research Proposal
Presented to
The Faculty of the College of Teacher Education
Surigao del Sur State University
Lianga Campus
In Partial Fulfillment of the Requirements for Research 1
By:
Mark Jason M. Blaya
Jonas Christian S. Estor
March 2013
CHAPTER I
THE PROBLEM: RATIONALE AND BACKGROUND
INTRODUCTION
The pattern of learning acquisition of a child happened in different instances. His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning. According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global.britannica.com)
The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces. Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process
CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS
A.Y. 2013-2014
A Research Proposal
Presented to
The Faculty of the College of Teacher Education
Surigao del Sur State University
Lianga Campus
In Partial Fulfillment of the Requirements for Research 1
By:
Mark Jason M. Blaya
Jonas Christian S. Estor
March 2013
CHAPTER I
THE PROBLEM: RATIONALE AND BACKGROUND
INTRODUCTION
The pattern of learning acquisition of a child happened in different instances. His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning. According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global.britannica.com)
The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces. Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process