THE EFFECTS OF INTELLECTUAL, SOCIAL AND

EMOTIONAL FACTORS TO THE NEW LEARNING

SYSTEM OF GRADE 12 HUMANITIES AND SOCIAL
SCIENCES STUDENTS

Submitted by: Adrian R. Lorenzo.

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
The purpose of this research was to present an evolutionary theory of emotion that might
help us understand how emotion affects memory and learning. Students' emotional
experiences can affect their capacity to learn, their interest in school, and their career choices.
Classrooms are emotional environments. But far too frequently, research on education ignores
or neutralizes emotion. Research should focus on how students can acquire theories regardless
of their emotional condition in order to enhance learning and emotional state in students,
lessen teacher burden, and further advance emotion and learning theories.
We are aware that some emotions can hinder students' ability to concentrate in class and
do well on tests. For instance, academic worries, such as math anxiety, have a wide range of
effects, impacting test performance, strategy utilization, and subject preference. Yet, not all
barriers to students' participation in class and academic achievement are impacted by worry.
For instance, academic fears like arithmetic anxiety can have a wide range of implications on
topic choice, test performance, and method utilization. Yet, not all kids are impacted by anxiety
in the same manner. While some children are able to reduce the detrimental effects of worry on
their ability to solve math problems, others exhibit deficits in cognitive function (Trezise &
Reeve, 2014; 2016). According to neuroscience studies, those who exhibit brain activity in areas
associated with motivation and cognitive control have their anxiety-related math impairments
removed (Lyons & Beilock, 2012). To better understand learning and emotions, it may be helpful
to look into how certain pupils are still able to learn despite having bad emotions.
How can we overcome the emotional divide in the classroom? Targeting the emotion is
one option, for instance, through therapies that target the frustrated relationship. Such
methods might have a finite impact and range. Although Luck and Lipp (2015) demonstrate
anxiety therapies, unfavorable views still exist. The likelihood of relapse is raised by these
unfavorable views. This implies that even if educational worries, like math anxiety, are
alleviated, the anxiety's detrimental effects on learning are likely to persist. For instance, with
negative math attitudes, students are more likely to perform poorly in arithmetic and show little
interest in higher-level math (Singh, Granville, & Dika, 2002), and when students advance in
their math education, their math anxiety is more likely to return. Interventions that only focus
on problematic emotions are therefore unlikely to be long-lastingly successful, and students
may still have academic problems.
Not just students face anxiety in the classroom. According to Pekrun, Goetz, and Perry
(2002), various factors, including classroom factors like curriculum content and environment,
individual student differences like genetics and general tendencies, and external factors like
social interactions and home environments, can all have an impact on how students feel and
how they learn (Pekrun & linnenbrink Garcia,2014). It is unrealistic to expect teachers to
adequately handle all of these situations given the sheer volume of students, the range of
emotions, and their causes.
Given the difficulties in directly guiding students' emotions, it may be more beneficial to
understand how learning might occur in emotional states. Using this strategy has a number of
notable advantages:
We need to determine if feelings have a limited impact on test/assessment performance
or if they also have an impact on student knowledge and skill development. The concept that
learners have neutral emotions is the foundation of current learning models, which is
erroneous. Instead of focusing on learning itself, research on student emotion frequently
measures the effects on academic performance or test performance. To assess how new
concepts and processes are learned, longitudinal studies with measures of procedural and
conceptual knowledge can be used (e.g., Alibali, Knuth, Hattikudur, McNeil & Stephens 2007).
Adapting learning environments may be beneficial to improve both learning and negative
emotions if emotional states are a result of classroom conditions like topic difficulty.
A child is at risk of falling behind when outside circumstances, including social interactions
or parent separation, are affecting them. (A crucial distinction: we are not advocating ignoring
students' emotions, but rather that we promote students' learning.) Schools may be able to
lessen the educational impact even while they are limited in their capacity to change the
students' emotional reactions in such situations.
Although some schools and instructors do a great job of fostering kids' emotions and
learning, there is little in the way of research, teacher education, or "best practice" to guide
judgments or policies.
A well-designed eLearning course is actually the result of much research. Whether they
like it or not, instructional designers must delve deeply into the psychology of learners to
understand how and what influences how they learn.
The amount of intelligence is typically closely correlated with academic success. Learning
to master homework is frequently quite tough for students with low intelligence. Sometimes
learning is hindered by certain intellectual disorders in students. Psychology demonstrates to us
that people have different types of intelligence. The guiding and diagnosis of disabilities are
based on an understanding of the pupil's intellect. The efficacy of the learning process is greatly
influenced by the individual's inherent capacity. Any student's learning process may be
impacted by elements resulting from a lack of understanding of the material given, poor work
or study practices, and a limited experimental background. The student develops a number of
deficits that hinder successful progress if the school moves too quickly and does not regularly
assess the degree to which the kid is mastering what is being taught. A mental aspect, attitude
is composed of both organic and kinetic parts. These should not be confused with emotions
that are marked by visceral disturbances inside the body. More or less defined attitudes exist.
They have a significant impact on the person's mental organization and overall conduct. Also
crucial to the formation of personality are attitudes. A complex psychology of motivation is
directly influenced by personal elements, such as instincts and emotions, and societal factors,
such as cooperation and rivalry. It is common knowledge that an individual's diverse responses
to various stimuli are influenced by a wide range of tendencies. These interpersonal tendencies
can be helpful or dangerous, depending on the situation. For whatever reason, a student may
not understand the worth of or lack the basis for a certain subject, leading to a disdain for that
subject. This distaste leads to a negative emotional state. Since they are worried about receiving
criticism from their professors and peers, some students are stuck in an unhappy stage. This is
an unhealthy attitude that has a significant negative impact on learning. Sometimes, poor
training leads to this. The knowledge or illusion that one's welfare is lower than others is the
root of social unrest. Environmental factors include the physical conditions necessary for
learning. There is a component that influences how effectively students learn. This comprises
the classrooms, educational tools, supplies, and other teaching resources. If an instruction is to
have the desired effects, both in the classroom and at home, the conditions for learning must
be favorable and sufficient.
The process occurs in one way or another in every aspect of life. The purpose of life might
no longer be clear if the evaluation process is taken away from human existence. Only through
evaluation is it possible to distinguish between good and bad. The appraisal process is crucial to
social development. Evaluation is the only way to know how well a student has performed
academically. As a result, objectives and evaluation are closely related. In terms of the growth of
human resources, abilities, motivation, knowledge, and similar things, education is seen as an
investment in people. Evaluation aids in the development of educational programs, evaluation
of their successes, and enhancement of their efficacy. It functions as a built-in monitor within
the program to periodically check the student's learning progress. Additionally, it offers
insightful input on the creation and execution of the program. Thus, evaluation is crucial to any
educational program. The importance of evaluation in teaching and learning cannot be
overstated. Evaluation is a recurring activity and a continuous process. It aids in developing a
student's judgmental, educational, or achievement values. In teaching and learning, evaluation
in one form or another is necessary since decisions must be made in all areas of educational
endeavor.
Humans' cognitive abilities, such as perception, attention, learning, memory, reasoning,
and problem-solving, are significantly influenced by emotion. Emotion has a particularly potent
impact on attention, modifying its selectivity and influencing behavior and action motivation. As
naturally limited attentional capacities are better able to focus on pertinent information,
attentional and executive control are closely related to learning processes. Students have stated
that, depending on a variety of conditions, emotion either improves or worsens learning and
long-term memory (LTM) retention. Emotion also makes it easier to encode knowledge and aids
in information retrieval. According to recent neuroimaging studies, the medial temporal lobe
and amygdala work together to provide I the hippocampus for effective learning and LTM
retention, (ii) the prefrontal cortex for controlling memory encoding and creation, and (iii) the
amygdala for influencing memory consolidation.
As emotion influences almost every element of cognition, emotional experiences are
common in nature and significant—possibly crucial—in academic settings. Tests, exams,
homework, and deadlines are connected to a variety of emotions, including boredom, worry,
and aggravation. Even the subject matter has an impact on emotions that limit one's capacity
for learning and memory. Massive open online courses (MOOCs) and other computer-based
multimedia educational technologies are being used more often, gradually displacing traditional
face-to-face learning environments. This could result in a variety of emotional effects that
should be carefully taken into account when designing educational lessons in order to increase
learner engagement and enhance learning and long-term memory of material (Shen et al.,
2009). Many research has shown that emotions have an impact on various aspects of human
cognitive function, including attention (Vuilleumier, 2005), learning and memory (Phelps, 2004;
Huh et al., 2012), reasoning (Jung etal., 2014), and problem-solving ( Ins et al., 1987). They are
essential in educational settings because, when students encounter them, it undermines the
objective of learning and may even make it meaningless. The most significant finding is that
emotional stimulus seem to demand greater attentional resources than neutral ones ( Schupp
et al., 2007). Also, the motivational and attentional aspects of emotion have been connected to
improved memory and learning (Pekrum, 1992; Seli et al., 2016). As a result, emotional events
and stimuli seem to be remembered clearly and precisely over time. In order to maximize
learning and memory outcomes, recent studies using functional neuroimaging techniques
detect and recognize human emotional states. This topic is now receiving more attention in the
fields of cognitive neuroscience, affective neuroscience, and educational psychology (Carew and
Magsamen, 2010; Um et al., 2012). Human emotions contain complex interactions of subjective
feelings as well as physiological and behavioral reactions that are notably activated by external
events, which are subjectively viewed as "personally significant". According to Jack and Schyns
(2015), three main approaches are utilized to track changes in emotional states: (1) subjective
approaches that evaluate subjective feelings and experiences; (2) behavioral analyses of facial
expressions. Vocal expressions (Russell et al., 2003); gestural changes (Deal et al., 2012); and (3)
objective approaches using physiological responses, such as heart rate, respiratory volume/rate,
skin temperature, skin conductance, and blood volume pulse, in addition to electrical and
hemodynamic activities of the central nervous system (Vytal and Humann, 2010). (Li and Chen,
2006). Compared to subjective and behavioral reactions, the CNS and ANS physiological
responses (brain vs. bodily organs) may be objectively assessed using neuroimaging and
biosensors and are more challenging to deliberately conceal or alter. Without a fundamental
understanding of the brain's built-in emotional operating system, it is difficult to comprehend
emotional processing and the influences that emotions have on learning and memory retrieval,
even though functional neuroimaging makes it possible to identify brain regions of interest for
both cognitive and emotional processing.
 To better understand affective neuroscience investigations, this study emphasizes an
evolutionary perspective on emotion. It also described the functions of emotion and motivation
in learning and memory, as well as the evolutionary framework and the seven basic emotional
systems.