Principles and Theories of Learning and Motivation

1. Analyze the cognitive, metacognitive, motivational and socio-cultural factors that affect
learning.
2. Organize the learning environment that promotes fairness regardless of culture, family
background and gender, responsive to learner’s needs and difficulties

PART I – CONTENT UPDATE

I. LEARNING
Learning- involves the acquisition of new elements of knowledge, skills, beliefs and specific
behaviour, may mean one or more of all these things:
- The act of gaining knowledge (to learn something), the knowledge gained by virtue of that act
(that which is known), the process of gaining knowledge (learning how)—Banner and Cannon,
1997
- It is an ongoing process of continued adaptation to our environment, assimilation of new
information and accommodation of new input to fit prior knowledge.

Learning Theories
They are sets of conjectures and hypothesis that explain the process of learning or how learning takes
place.

Principles of Learning
● Learning by doing is more effective than just sitting and listening.
● Concepts should be presented in varied or different ways
● Learning is aided by formulating and asking questions
● Effort is put forth when tasks are challenging
● The principle of readiness is related to the learners’ stage of development

A. Behavioral / Learning Theory

- It operates on a principle of “Stimulus-Response”
- Prefers to concentrate on actual or observable behaviour

1. Ivan Petrovich Pavlov’s Classical Conditioning

● Classical means “in the established manner”
● Individual learns when a previously neutral stimulus is repeatedly paired with an unconditioned
stimulus until a neutral stimulus evokes a conditioned response

PHASE I: BEFORE CONDITIONING HAS OCCURRED

PHASE II: THE PROCESS OF CONDITIONING

PHASE III: AFTER CONDITIONING HAS OCCURRED

● Unconditioned stimulus- automatically produces an emotional or physiological response

● Unconditioned response- natural occurring emotional or physiological response
● Neutral stimuli- stimuli that does not elicit a response
 ● Conditioned stimulus- evokes an emotional or physiological response after being conditioned
● Conditioned response- learned response to a previously neutral condition

Features of Classical Conditioning:

1. Stimulus-Generalization—responding the same way to a similar stimuli
2. Discrimination—responding differently to similar but not identical stimuli
3. Extinction—a process by which a conditioned response is lost.

2. Edward Lee Thorndike’s Connectionism

● Connectionism means learning by selecting and connecting
● Connectionism—puts more emphasis on the organism not limiting himself to the association between
the stimulus and the response

Thorndike Theory of Learning

1. Law of Readiness—this law states that an individual will learn when she is ready to do so.
2. Law of Exercise—this law states that a connection is strengthened or weakened depending on the
number of times it occurs in proportion to the average vigor and duration of the connection
a. Law of use—connections between stimulus and response are weakened when practice is
discontinued
b. Law of disuse—connections between a stimulus and response are weakened when practice is
discontinued
3. Law of Effect—this law states that a connection is strengthened if it produces a satisfying effect.

3. Burrhus Frederic Skinner’s Operant Conditioning and Reinforcement Operant Conditioning

–using pleasant or unpleasant consequences to control the occurrence of behaviour
Reinforcers—any consequence that strengthen a behaviour
❖ Primary reinforcer—related to basic needs
❖ Secondary reinforcer—value of something is acquired when associated with primary reinforcer
❖ Positive reinforcer—consequence given to strengthen a behaviour
❖ Negative reinforcer—release from an unpleasant situation to strengthen behaviour
Reinforcement—satisfying consequence
>Verbal >Physical >Non-verbal
>Activity >Token >Consumable
Formula for reinforcement:
1. Prompt 3. Reinforcement
2. Response

B. Cognitive Theories and Metacognition

- Main focus is on memory (the storage and retrieval of information)
- Prefer to concentrate on analyzing cognitive processes
- Believe in the non-observable behaviour

1. Albert Bandura’s Social Cognitive / Observational Learning Theory

- Known for his “Bobo doll” experiment
- People learn through observation, stimulation, modelling which means watching (observing),
another called a model and later imitating the model’s behaviour
- Concentrates on the power of example
Models are classified as:
Real life—exemplified by teachers, parents and significant others
Symbolic—presented through oral / written symbols
Representational—presented through audio-visual measures

4 Phases of Observational Learning

1. Attention—mere exposure does not ensure acquisition of behaviour. Observer must attend to
recognize the distinctive features of the model’s response.
2. Retention—reproduction of the desired behaviour implies that student symbolically retains that
observed behaviour
3. Motor Reproduction Process—after observation, physical skills and coordination are needed for
reproduction of the behaviour learned.
4. Motivation al Process—although observer acquires and retains ability to perform the modelled
behaviour, there will be no overt performance unless conditions are favourable

2. David Ausubel’s Meaningful Reception Theory

 - Meaningful learning occurs when new experiences are related to what a learner already knows.
May occur through:
>reception >discovery learning
>rote learning

Two Dimensions of Learning Processes:

The first dimension relates to the two
ways by which knowledge to be learned
is made available to the learner
1. Meaningful Reception Learning
2. Rote Reception Learning
The second dimension relates to the two
ways by which the learner incorporate
new information into his existing
cognitive structure
1. Meaningful Discovery Learning
2. Rote Discovery Learning

3. Jerome Bruner’s Discovery Learning Theory of Inquiry Method / Theory of Instruction

- Posits that learning is more meaningful to learners when they have the opportunity to discover on
their own the relationships among the concepts or to actively search for a solution to a problem.
- An approach to instruction through which students interact with their environment by exploring
and manipulating objects, wrestling with questions and controversies or performing experiments.
The idea is that students are more likely to remember concepts they discover on their own.
- Calls his view of learning “instrumental conceptualism”

4. Wolfgang Kohler’s Insight Learning / Problem-Solving Theory Insight—the capacity to discern

the true nature of situation
- Imaginative power to see into and understand immediately
- Gaining insight is a gradual process of exploring, analyzing, and structuring perception until a
solution is arrived at.

5. Richard Atkinson’s and Richard Shiffrin’s Information Processing Theory

The individual learns when the human mind takes in information (encoding), performs
operation in it, stores the information (storage), and retrieves it when needed (retrieval)
Memory—the ability to store information so that it can be used at a later time
Stages of Human Memory:
1. Sensory Memory—information stores that hold an exact copy of stimuli for a very short period of
time.
Ex. Color, shape, blowing of horn
2. Short Term Memory (STM)—the information store that retains the information as we consciously
work on it
Ex. Telephone number
3. Long term Memory (LTM)—information store that is permanent
- Minutes to lifetime
- Information on the LTM, if not rehearsed, can be forgotten through Trace decay structure of
LTM > episodic, semantic
Forgetting
- The inability to recall (something previously known) to the mind
Causes of Forgetting
1. Retrieval Failure—forgetting is due to inability to recall the information
2. Decay Theory—information stored in LTM gradually fades when it is not use
3. Interference Theory—forgetting in LTM is due to the influence of other learning
Retention—the ability to recall or recognize what has been learned or experienced
Interference—the act or an instance of hindering, obstructing or impeding
Teaching for Transfer (Gagne)
Transfer—when something previous learned influences the new material

Transfer of Learning
Types:
1. Lateral transfer—occurs when then individual is able to perform a new task about the same level (e.g.
solving word problems given text and later solving a similar problem on the board)
2. Vertical transfer—occurs when the individual is able to learn more advanced / complex skills (e.g.
being able to add and multiply; being able to read and write)
3. Specific transfer—when a specific skill, fact or rule is applied to a similar situation
4. General transfer—applying principles previously learned to dissimilar situations

6. Robert Gagne’s Cumulative Learning—any task or skill can be broken down to simpler skills which
can still be further broken down to move simple tasks or skills
Hierarchy of Learning
1. Signal Learning—responding to signal, response is conditioned
2. Stimulus-response Learning—voluntary responses are learned
3. Chaining / Motor—two or more separate motor/ verbal responses maybe combined or chained to
develop a more complex response
4. Verbal Association—verbal connections are used to create associations
5. Discrimination Learning—learner selects or distinguishes a response which applies to stimuli
6. Concept Learning—gives common response to an entire class of stimuli
7. Principle Learning (Rule Learning)—involves combining and relating concepts
8. Problem Solving—considered the most complex condition that leads to the discovery of higher order
rules

Nine Events of Instructions

1. Gain Attention 6. Elicit Performance
2. Inform Learner of Objective 7. Provide Feedback
3. Recall Prior Knowledge 8. Assess Performance
4. Present Material 9. Enhance Retention and Transfer
5. Provide Guided Learning

7. Howard Gardner’s Multiple Intelligences

Intelligence—refers to general mental ability of a person
- Capacity to resolve problems or to fashion
- Products that are valued in a more cultural setting
Achievements—refer to the previous learning of as person in a certain subject area
Multiple Intelligence—capacity of a person to possess and adapt two or more intelligence

Intelligence Competence Examples

1. Linguistic—sensitivity to -ability to learn language Writers, poets, lawyers,

spoken and written
language
2. Logical /
mathematical—analyzes
problems logically, carry
out mathematical
operations, and
investigates issues
scientifically
3. Musical—skill in the
performance, composition
and appreciation of
musical patterns
4. Bodily kinaesthetic—using
one’s whole body or body
parts to solve and convey
ideas
5. Spatial—recognize and
use patters of wide space
and more confined areas
6. Interpersonal—working
effectively with others
7. Intrapersonal—working
effectively with oneself
8. Naturalist—appreciation
of the environment /
nature
-capacity to use language to speakers
accomplish certain goals
-ability to detect patters, Scientists, mathematicians
reason deductively and think
logically
-capacity to recognize and Musicians, composers
compose musical pitches,
tones, and rhythms
-ability to use mental abilities Athletes, dancers
to coordinate bodily
movements
-capacity to understand the Educators, sales people,
intentions, motivations and religious counsellors,
desires of other people politicians
-capacity to understand
oneself, appreciate one’s
feelings, fears and
motivations
-ability to recognize, Nature lover, environmentalist
categorize and grow upon
certain features of the
environment

8. Kurt Lewin’s Field Theory

⮚ View—focused on the psychological field of life space of an individual
⮚ Life space concept—draw accurate conclusions by observing both overt and covert behaviour
⮚ An individual must see things from the subject’s point of view at a given moment
9. Urie Brofenbrenner’s Ecological Systems
Theory / Environmental Contexts
1. Microsystem—innermost level- contains the structure that has direct contact with child
2. Mesosystem—connections between the structures of the child’s microsystem
3. Exosystem—3rd level-social system which indirectly affects the child
4. Macrosystem—outermost level in which all other systems are embedded such as values, customs,
laws, beliefs, and resources of a culture / society
5. Chronosystem—this system includes changes or consistencies in a person’s lifespan.
If the relationships in the immediate microsystem break down, the child will not have the tools to
explore other parts of his environment resulting to behavioural deficiencies.
Learning tends to regress / slow down when the environment of the child is in turmoil.

10. Lev Vygotsky’s Social Constructivism

It emphasizes how meaning and understanding grow out of social encounters.
Zone of Proximal Development (ZPD)
-gap between actual and potential development
*Actual development—what children can do on their own
*Potential development—what children can do with help
Scaffolding—
● Competent assistance or support through mediation of the environment (significant others) in which
cognitive, socio-emotional and behavioural development can occur.

David Kolb’s Learning Styles

Learning styles—are tools utilized by learners to cope and adjust to the learning environment

Four learning styles:

1. Convergers—rely on abstract conceptualizing and experimenting
-- they like to find specific, concrete answers and move quickly to solution
-- unemotional, since they prefer to deal with things rather than with people
Educational implications
● Teachers should provide learning tasks that have specific answers like numbers and figures/units
2. Assimilators—rely most on abstract conceptualizing and reflective observation
Educational implications
● Teachers should provide learning tasks that call for integration of materials / situational activities
3. Divergers—rely on concrete experience and active participation
-- generate ideas and enjoy working with people
Educational implications
● Teacher should provide group activities since learners enjoy working in groups
4. Accommodators— rely on concrete experience and active experimentation
-- risk-taking, action oriented, adoptable in new situations
Educational implications
● Teacher should provide learning tasks that call for hands-on approach

Types of Learners

Types of Learners / Perceptual Channel Educational Implications / Learning Preferences

1. Auditory learners—prefer to learn by
listening / auditory perceptual
channel
2. Visual Learners—prefer print
materials / visual perceptual channel
3. Tactile learners—like to manipulate
objects/ tactile perceptual channel
4. Kinesthetic or whole body
learners—like to learn through
experiential activities / kinaesthetic
perceptual channel
> Lecturing is the teaching approach that works
best for them
> Songs / poems are useful and effective learning
tools
> Reading / responding to visual cues, such as the
chalkboard or transparencies
> Textbooks and pictures are useful and effective
learning tools
> hands-on or laboratory methods of learning are
most appropriate for learners
> tracing diagrams or using texture examples
>Simulations, exploratory activities and
problem-solving approach of teaching
>Pacing or dancing while learning new material
 II. MOTIVATION

Motivation—An internal state or condition (sometimes described as a need, desire, or want) that serves to
activate or energize behaviour and give it direction.

Two Kinds of Motivation:

1. Extrinsic Motivation
⮚ When students work hard to win their parent’s favour, gain teachers’ praise or earn high grades; their
reasons for work and study lie primarily outside themselves.
⮚ Is fuelled by the anticipation and expectation of some kind of payoff from external source
2. Intrinsic Motivation
⮚ When students study because they enjoy the subject and desire to learn it, irrespective of the praise
won or grades earned; the reasons for learning reside primarily inside themselves
⮚ Fuelled by one’s own goal or ambitions

Principles of Motivation
● The environment can be used to focus the student’s attention on what needs to be learned.
● Incentives motivate learning
● Internal motivation is longer lasting and more self-directive than is external motivation, which must be
repeatedly reinforced by praise or concrete rewards
● Learning is most effective when an individual is ready to learn, that is when one want to know
something
● Motivation is enhanced by the way in which the instructional material is organized

Theories of Motivation
1. Drive Theory (Clark Hull)
● Drive is a condition of arousal on tension that motivates behaviour
● Drives most typically have been considered to involve physiological survival needs: hunger, thirst,
sleep, pain, sex.
● A drive results from the activation of a need
● Need—a physiological deficiency that creates condition of disequilibrium in the body
2. Self-Efficacy (Albert Bandura)
Self-efficacy—it is the belief that one has capabilities to execute the courses of actions required to
manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence
competence), self-efficacy is the belief (whether or not accurate) that one has the power to produce that
effect.
Self-efficacy relates to a person’s perception of his/her ability to reach a goal, while, self-esteem relates
to a person’s sense of self-worth.
3. Self-Determination (e. Deci)
Self-determination—comes from a sense of autonomy that a person has when it comes to things that he
does and the choices he makes.
● Tasks for a long period of time
● To think meaningfully and creatively about those tasks
● To experience pleasure in ones activities
● To achieve at higher level
● We have the capacity to take risks or challenges that can enrich our lives and develop ourselves
more
4. Expectancies and Values (Atkinson)
● motivation to perform is affected by two variables
● Expectancy—people must believe that they can accomplish a task, that is, they should have
expectancy about what they want to achieve.
● Value—they should place an importance or value in what they are doing.
5. Attribution Theory (B. Weiner)
● People’s various explanations for successes and failures—their beliefs about what causes
attributions.
● Dimensions underlying people’s attribution. People can explain events in many different ways. For
example, a tennis player may attribute his/her wins and successes in matches to things like—luck,
health, effort, mood, strengths, and weaknesses of his/her opponents, climate, his/her fans, etc.

TECHNIQUES TO MOTIVATE LEARNERS

Challenge them—offer student’s opportunities to undertake real challenges. Encourage them to take
intellectual risks.
Build on strengths first—Opportunity to use their talents to achieve success
Offer choices—offering choices develop ownership. When child makes decisions s/he is more likely to accept
ownership and control of the results.
Provide a secure environment—which permits children to fail without penalty. Learning how to deal with
failure is critical for developing motivation and successful learning.

PART II – ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the correct option that answers each question. Analyze the
items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.

1. Which theory operates on the “stimulus-response principle,” which means all behaviours are caused by
external stimuli?
a. Contextual Theory b. Cognitive Theory
b. Behaviorist Theory d. Constructivist Theory
Analysis:
Option A- it explains that learning is greatly affected by the kind of environment an individual lives in
Option B- is the correct option. It tells about how behaviours are required and developed through external
stimuli
Option C- it tells about psychological factors that influence the behaviour of people
Option D- learners build or construct their own knowledge

2. Ms. Erika in her Biology class accompanies her discussion with interesting visual aids. She strongly
believes that students learn better when lessons are presented with images, real or imagined aside
from mere lecture method. Which learning theory does she uphold?
a. Dual-Coding Theory
b. Information Processing Approach
c. Meaningful Reception Learning Theory
d. Social Cognitive Theory
Analysis:
Option A- is the correct answer since the teacher uses both mental images and verbal representations as tools
in affecting learning
Option B- it tells about gaining insight in understanding information
Option C- it talks about relatedness between previously known information to new information to make
learning more meaningful; it tells about gaining insight in understanding information
Option D- it explains that students learn by what they see

3. Miss Calma is an excellent Physical Education teacher. She started teaching volleyball to her grade 2
class. Despite all her efforts her class does not seem to learn how to play the game. What law of
learning was disregarded?
a. Law of disuse c. Law of exercise
b. Law of effect d. Law of readiness
Analysis:
Option A- connections are weakened when practice is discontinued
Option B- this law states that connections are strengthened when it has a satisfying effect
Option C- connections are strengthened or weakened depending on the number of times it occurs and in
proportion to the average vigor and duration of the connection
Option D- the law states that students will learn when they are ready to do so

4. Teacher Jay, a physical education teacher, demonstrates the new skill to be learned so that his students
can watch him and later reproduce the skill. What learning theory is associated with the situation?
a. Dual-Coding Learning Theory c. Schema Learning Theory
b. Information Processing d. Social Learning
Analysis:
Option A- it mentions about mental images and verbal descriptions as tools for retaining information
Option B- it explains that an individual learns when the human mind takes in information, perform operation in
it and retrieve when needed
Option C- it discusses how prior knowledge helps the learner understand new information in the learning
process
Option D- is the correct answer. It tells about how people learn through observation, imitation and modelling

5. Patrice is always fearful of freely roaming dogs but does not mind dogs in pen or on leash. What
feature of classical conditioning is exhibited?
a. Discrimination c. Generalization
b. Extinction d. Practice
Analysis:
Option A- is the correct answer. Responding differently to similar stimuli.
Option B- process where the conditioned response is lost
Option C- responding the same way to similar stimuli
Option D- this is not a feature of classical conditioning

6. A Music teacher is careful in planning activities for each lesson. He praises liberally and rewards correct
answers. What view of learning is exhibited?
a. Classical conditioning c. Operant conditioning
b. Meaningful learning d. Social learning

7. Which of the theories of learning presents or states that learning skills are hierarchically arranged?
a. Cumulative Learning c. Social Cognitive Learning
b. Meaningful Learning d. Theory of Instruction

8. Which of the following best describes what meaningful learning is?

a. When what is to be learned is new and easy for the students
b. Materials presented are difficult and challenging to students
c. When the materials to be learned is related to what students already know
d. Students find the lessons easy and relevant to what was assigned to them

9. Ms. Jones, after learning the statements made by her colleague about their newly appointed principal,
carefully deliberates whether to accept, reject or suspend judgement in such claim. What type of
thinking does Ms. Jones have?
a. Creative thinking c. Reflective thinking
b. Critical thinking d. Logical thinking

10. An Earth Science teacher has just completed a unit on the sun. As she organizes her next unit on other
stars, she uses the sun as frame of reference. What view of learning was used?
a. Discovery learning c. Meaningful learning
b. Information learning d. Transfer learning

11. Which is an application of cognitive approach to motivation?

a. Explain the reasons for studying the topic
b. Create a supportive classroom climate for students
c. Provide clear and prompt feedback on assignments
d. Begin lessons with challenging questions and conflicting events

12. The first people power was held in February 25, 1986. What kind of knowledge is presented?
a. Conditional knowledge c. Domain-specific knowledge
b. Declarative knowledge d. Procedural knowledge

13. The students of Mrs. Saludes were not able to learn concepts that she presented yesterday so she
taught the same concepts again but this time using a different teaching method. What principle of
learning was applied?
a. Concepts should be presented in varied and different ways
b. Effort was put forth when tasks are challenging
c. Learning by doing is more effective than just by sitting and listening
d. Learning is aided by formulating and asking questions

14. Alvin is a transferee and feels uneasy with his new school. His teacher is very accommodating, warm
and caring. Alvin felt comfortable with the teacher’s display of genuine warmth. The teacher is
consistent in his manner and Alvin began to associate school with the teacher’s warmth. Which theory
is being illustrated?
a. Meaningful learning c. Classical conditioning
b. Operant conditioning d. Observational learning

15. After just being introduced to another guest in the party, Tom cannot remember the name of the guest
he was introduced to. In what memory stage was the information stored in?
a. Episodic memory c. Sensory memory
b. Semantic memory d. Working memory

16. Vygotsky claimed that social interaction is important for learning. What does this imply?
a. Children are independent problem solvers
b. Children learn from adults and other children
 c. Children learn well by passive presentation of information
d. Children in the crib has no learning yet, since they are not capable of interaction

17. How would you help a student who is intelligent but underachieving in class?
a. Provide challenging activities which s/he can accomplish
b. Recognize his talents by asking him/her to help other students with their work
c. Identify the immediate causes of difficulties that cause his/her being an underachiever
d. Allow him/her to work with the slow learner group to cope with the academic needs of the
lesson

18. Mrs. Corpuz always makes sure that her pre-school classroom is well-organized and clean. She puts up
interesting and colourful visuals on the bulletin boards. What principle of motivation was applied?
a. Incentive motivate learning
b. Internal motivation is longer lasting and more self-directive than is external motivation
c. Motivation is enhanced by the way in which instructional material is organized
d. The environment can be used to focus the student’s attention on what needs to be learned

19. For every correct answer the teacher would give a star to her students. What schedule of reinforcement
was used?
a. Fixed interval c. Variable interval
b. Fixed ratio d. Variable ratio

20. Marga, a six year old, always asks her playmates to sit in front of her small blackboard and she plays
teacher. Her mother is a teacher. What theory explains Marga’s behaviour?
a. Classical conditioning c. Social learning
b. Operant conditioning d. Information Processing

21. What should the teacher do to help students learn psychomotor skills?
a. Teacher uses verbal explanation and description of the movements in addition to live
demonstration of the movements
b. Teacher provides feedback to the learner about his/her progress
c. Teacher encourages the learner to practice, in order to maintain his/her sharpness of the
movements
d. All of the above

22. The teacher presented a new lesson wherein the students were asked to work on a new project which
was somewhat complicated. The students showed interest while working on the project. What principle
applies to the situation?
a. Effort was put forth when tasks are challenging
b. Lessons should be presented in varied and different ways
c. Meaningful materials are readily learned than nonsense materials
d. Teachers should provide opportunities for meaningful and appropriate practice

23. Maturation should precede certain types of learning. How is this applied in the classroom?
a. Concepts should be taught from simple to complex
b. Consider the age level of students in teaching certain concepts
c. Follow the interest of students in assigning tasks
d. Give the same task to all students in a particular grade level

24. One of the requirements of teacher Carmel in her class is a case study. She grouped her class into four
and asked each group to prepare a case to present their view about the topic. What cognitive domain is
displayed?
a. Evaluation c. Synthesis
b. Knowledge d. Analysis

25. Which of the following statements about motivation is false?

a. External motivation is longer lasting and more self-directive than internal motivation
b. Internal motivation is fuelled by one’s goal’s or ambitions
c. Motivation is enhanced by the way in which the instructional material is organized
d. Motivation to perform is attracted by expectancy and value
PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of the best
answer.

1. Based on Bandura’s theory, which conditions must be present for a student to learn from a model?
I. Attention II. Retention III. Motor Reproduction IV. Motivation
a. I and II c. I, II, III, and IV
b. I, II, and III d. III and IV

2. Which of the following principles of learning applies to considering student’s age in presenting certain
content and cognitive processes?
a. Principle of readiness
b. Principle of learning by doing
c. Principle of presenting challenging tasks
d. Principle of learning aided by formulating and asking questions

3. In classical conditioning, which are paired together in order to elicit the desired response?
a. UCS and NS c. UCS and CS
b. CS and NS d. UCR and NS

4. According to Throndike what law states that the strength of a connection is influenced by the
consequences of the response?
a. Law of disuse c. Law of exercise
b. Law of effect d. Law of readiness

5. A burglary occurred in Jason’s neighbourhood. Since then, Jason is very careful of locking their doors
and closing windows. What theory best explains Jason’s behaviour?
a. Observational learning c. Self-regulated learning
b. Imitation learning d. Vicarious learning

6. In observation and imitation learning, what should be the learner’s response when the teacher initially
models the behaviour?
a. Reproduce and match c. Imitate and practice
b. Pay attention d. Shows satisfaction

7. What is the correct sequence of information processing?

a. Sensory register-STM-LTM c. Sensory register-LTM-STM
b. STM-sensory register-LTM d. LTM-sensory register-STM

8. What should be the hierarchy of the types of learning according to the cumulative learning theory?
1) problem solving learning 3) rule learning
2) discrimination learning 4) concept learning
a. 2-1-3-4 c. 2-3-4-1
b. 2-1-4-3 d. 2-4-3-1

9. Which is essential in meaningful reception learning?

a. Concepts are presented to learner and received by them.
b. Concepts are discovered by the learner.
c. Concepts are related to one another.
d. Concepts are solicited from the learners.

10. Grace is bilingual. She speaks both English and Filipino fluently. She begins to study Spanish and
immediately recognized many similarities between the Spanish and Filipino languages and uses this
information to acquire the new language faster. What kind of transfer was Grace able to use?
a. Lateral transfer c. Specific transfer
b. General transfer d. Vertical transfer

11. Cristina has been staring at the match stick puzzle problem. She is figuring out how to solve it.
Suddenly, a bright idea flashes in her mind and excitedly, successfully solves the puzzle problem. What
type of learning exhibited?
a. Analytic learning c. Insight learning
 b. Discovery learning d. Trial and error learning

12. Marko excels in adding numbers. He learned this skill in his Math class. He is now able to apply this in
his Music class. What type of transfer was used?
a. Lateral transfer c. Specific transfer
b. General transfer d. Vertical transfer

13. Mr. Lorenzo would always give the chapter test on a Friday. What schedule of reinforcement is used by
Mr. Lorenzo?
a. Fixed interval c. Variable interval
b. Fixed ratio d. Variable ratio

14. To remember the six digits 8,4,3,9,4,5, the Math teacher grouped the numbers into 84, 39, 45 or, in
threes, 843, 945. What control process of retaining information is referred to?
a. Chunking c. Rehearsing
b. Interfering d. Remembering

15. Here is a test item: “The improvement of basic education should be top priority of the Philippine
Government. Defend or refute this position.” What type of question is this?
a. Analysis c. Evaluative
b. Convergent d. Low level

16. Lara excels in dancing and in certain sports. According to Gardner what intelligence is dominant in
Lara?
a. Bodily kinaesthetic c. Musical
b. Intrapersonal d. Spatial

17. According to Bronfenbrenner, what system contains structures that has direct contact with the child?
a. Chronosystem c. Mesosystem
b. Exosystem d. Microsystem

18. Some learners like to find specific and concrete answers. What kind of learners are they?
a. Accommodators c. Convergers
b. Assimilators d. Divergers

19. Mrs. Mercado, the Home Economics teacher, constantly gives verbal guidance to her pupils while
practicing a sewing skill. What is the value of giving verbal guidance in improving pupil’s learning
behaviour?
a. It promotes the growth of interest in the new learning tasks
b. It serves as informational feedback
c. It facilitates perfection of skills
d. It directs pupil’s attention to more adequate and better techniques

20. Why should learning be aided by formulating and asking questions?

a. Students will have a grade in recitation
b. Students will develop their self-confidence
c. The teacher will know who among the students can communicate very well
d. The teacher will not always do the talking but the students will be given a chance to do the
same thing

21. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of honesty, agreed that no
cabinets and book cases would be locked throughout the day. Which principle in affective learning is
being implemented?
a. Provide exemplary models
b. Provide for appropriate practice
c. Provide for pleasant emotional experience
d. Provide for independent attitude cultivation
22. Instead of asking her students to write about their reaction to a story, the teacher asked her students
to interpret the story in dance form. What principle of learning is considered?
a. Concepts should be presented in varied and different ways
b. Effort is put forth when tasks are challenging
c. Learning by doing is more effective than just by sitting and listening
d. Learning is aided by formulating and asking questions

23. In performing the minuet, first raise your heel, second make three steps forward, third step make a
point. What kind of knowledge was exhibited?
a. Conditional knowledge c. Domain-specific knowledge
b. Declarative knowledge d. Procedural knowledge

24. Why should teachers provide positive feedback and realistic praise?
a. To motivate the students to study
b. So the students will know what to do
c. To be liked and loved by the students
d. So the students will praise him/her

25. Which statement does not refer to cognitive theories?

a. Prefer to concentrate on analyzing cognitive process
b. Conclusions are based on observation of external manifestations of learning
c. Study of the structures and components of information processing
d. Believe in non-observable behaviour