PRINCIPLES AND THEORIES OF LEARNING AND MOTIVATION

I. Learning
Learning- involves the acquisition of new elements of knowledge, skills,
beliefs and specific behavior, 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 explains the process
of learning or how learning takes place
Principles of Learning
Learning a 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 behavior
1. Ivan Petrovich Pavlovs Classical Conditioning
Classical means in the established manner
Individual learns when a previously neutral stimulus is repeatedly
paired with an unconditional stimulus until a neutral stimulus evokes a
conditioned response
Phase I: BEFORE CONDITIONING HAS OCCURRED
UCS (MEAT
POWDER)

UCR
(SALIVATION
)

NEUTRAL
STIM
(BUZZER)

ORIENTING
RESPONSE

PHASE II: THE PROCESS OF CONDITIONING

NEUTRAL STIM UCR
(BUZZER)
(MP)

UCR
(SALIVATION)

PHASE III. AFTER CONDITIONING HAS OCCURRED

UCS (BUZZER)

CR
(SALIVATION)

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
Conditional 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 Thorndikes connectionism
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 and in proportion to
the average vigor and duration of the connection
a. Law of use-connections between the stimulus and response are
strengthened as they are used
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 Skinners Operant Conditioning and
Reinforcement Operant Conditioning- using pleasant or unpleasant
consequences to control the occurrence of behavior
Reinforcement- any consequences that strengthen a behavior
Primary reinforcer- related to basic needs
Secondary reinforcer- value of something is required when associated
with primary reinforcer
Positive reinforcer- consequence given to strengthen a behavior
Negative reinforcer- release from an unpleasant situation to strengthen
behavior.
Reinforcement- satisfying consequence

1.
2.
3.

Verbal
Activity
Physical

Token
Non-verbal
Consumable

Formula for reinforcement:

Prompt
Response
Reinforcement
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 behavior
1. Albert Banduras Social Cognitive/ Observational Learning
Theory
Known for his Bobo doll experiment
People learn through observation, simulation, modeling which means
watching (observing), another called a model and later imitating the
models behavior
Concentrates on the power of example
Models are classified as:
Real life exemplified by teachers, parents and significant others
Symbolic- presented through audio-visual measures

4. Phases of Observational Learning

1. Attention- mere exposure does not ensure acquisition of behavior.
Observer must attend to recognize the distinctive features of the
models responses
2. Retention- reproduction of the desired behavior implies that
student symbolically retains that observed behavior
3. Motor Reproduction Process- after observation, physical skills
and coordination are needed for reproduction of the behavior learned
4. Motivation all Process- although observer acquires and retains
ability to perform the modeled behavior, there will be no overt
performance unless conditions are favorable

2. David Ausubels Meaningful Reception Theory

- Meaningful learning occurs when new experiences are related

to what a learner already knows.

May occur through:

Reception
Rote learning
Discovery 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 learning

The second dimension relates

to the two ways by which the
learner incorporate new
information into his existing
cognitive structure
1. Meaningful Reception
1. Meaningful Discovery
Learning
2. Rote Reception to the
2. Rote Discovery Learning
Learning
3. Jerome Bruners Discovery Learning Theory or 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 remember concepts they discover on
their own.
Calls his view of learning instrumental conceptualism
4. Wolfgang Kohlers Insight Learning/Problem- Solving
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 Atkinsons and Richard Shiffrins 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 ability 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 used.
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 the individuals is able to perform a
new task about the same level. (e.g. solving word problems given in
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 skills, fact or rule is applied to a
similar situation
4. General transfer- applying principles previously leaned to
dissimilar situations

6. Robert Gagnes 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 (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

5. Provide Guide

2. Inform Learner of
Learning

6. Elicit Performance
Objective

3. Recall Prior

7. Provide Feedback
Knowledge

8. Assess Performance

4. Present Material

9. Enhance Retention
and Transfer

7. Howard Gardners 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 refers to the previous learning of a person in a
certain subject area.

Multiple Intelligence capacity of a person and adapt two or more

intelligence.

Intelligence
Competence
Examples
1. Linguistic
- ability to learn
Writers, poets,
sensitivity to
language
lawyers, speakers
spoken and
- capacity to use
written language
language to
accomplish
certain goals
2.
- Ability to detect
Scientists,
Logical/mathemati
patters, reason
mathematicians
cal analyzes
deductively and
problems
think logically.
logically, carry out
mathematical
operations and
investigate issues
scientifically.
3. Musical skill in
- Capacity to
Musicians,
the performance,
recognize and
composers
composition and
compose musical
appreciation of
pitches, tones and
musical patterns.
rhythms.
4. Body
- Ability to use
Athletes, dancers
Kinesthetic
mental abilities to
using ones whole
coordinate bodily
body or body
movements.
parts to solve and
convey ideas.
5. Spatial

recognize and use

patterns 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/natur
e.

- Capacity to
understand the
intentions,
motivations and
desires of other
people.
- Capacity to
understand
oneself,
appreciate ones
feelings, fears and
motivations.
- Ability to
recognize,
categorize and
grow upon certain
features of the
environment.

Educators, sales
people, religious
counselors,
politicians

Nature lover,
environmentalist

8. Kurt Lewins 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 behavior.
An individual must see things from the subjects point of view at a
given moment.

9. Urie Brofenbrenners Ecological Systems

- Learning is greatly affected by the kind of environment we are in.

- Learners are understood within the context of their environment. These
environmental context are interrelated.

Environmental Contexts: Major Levels

1. Microsystem innermost level contains the structure that has direct

contact with child.
2. Mesosystem connections between the structures of the childs
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
persons 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 behavioral deficiencies.
Learning tends to regress/slow down when the environment of the child
is in turmoil

10. Lev Vygotskys 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 behavioral development can occur.

David Kolbs Learning Styles

Learning Styles are tools utilized by learners to cope and adjust to

the learning environment

Four Learning Styles

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
Teacher 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
Teacher 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. Accommodants 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
Educational
Learners/Perceptual
Implications/Learning
Channel
Preferences
1. Auditory learners- prefer
Lecturing is the teaching
to learn by listening/auditory
approach that works best for
perceptual channel
them
songs/poems are useful and
effective learning tools
2. Visual learners- prefer
reading/responding to visual
print materials/visual
cues, such as the chalkboard or
perceptual channel
transparencies
textbooks and pictures are
useful and effective learning
tools
3. Tactile learners- like to
hands-on or laboratory
manipulate objects/tactile
methods of learning are most
perceptual channel
appropriate for learners
tracing diagrams or using

texture examples
simulations, exploratory
activities and problem solving
approach of teaching
pacing or dancing while
learning new materials

4. Kinesthetic or whole

body learners- like to learn

through experiential

activities/kinesthetic perceptual
channel

II. MOTIVATION

Motivation- An internal state or condition (something describes as a

need, desire or want) that serves to activate or energize behavior and
give it direction.
Two Kinds of Motivation:
1. Extrinsic Motivation
- when students work hard to win their parents favor, 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 an 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 ones own goal or ambitions
Principles of Motivation
the environment can be used to focus the students attention on what
needs to be learned
incentives motivate learning
internal motivation is longer lasting and more self-directive that is
external motivation, which must be repeatedly reinforced by praise
concrete rewards
learning is most effective when an individual is ready to learn, that
when one want to know something
motivation is enhanced by the way in which the instructional material
organized
Theories of Motivation
1. Drive Theory (Clark Hull)
drive is a condition or arousal on tension that motivates behavior
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 persons perception of his/her ability to reach
a goal while, self-esteem relates to a persons sense of self-worth
3. Self-Determination (E.Deci)
Self-determination- comes from the 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 than they can accomplish a task.
That is, they should have expectancy about what they want to achieve.
Value- they should be place an importance or value in what they are
doing
5. Attribution Theory (B. Weiner)
Peoples various explanations for successes and failures- their beliefs
about what causes attributions
Dimensions underlying peoples attribution. People con explain events
in many different ways. For example, a tennis player may attribute
his/her wins and successes in matches to things like- luck, opponents,
climate, his/her fans etc.
TECHNIQUES IN MOTIVATING LEARNERS
Challenge them- offer students 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 he/she 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.

ANALYZING TEST

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 behaviors are caused by external stimuli?

a. Contextual theory
c. Cognitive theory

b. Behaviorist theory
d. Constructivist theory
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 upholds?

a. Dual- Coding Theory

b. Information Processing Approach

c. Meaningful Reception Learning Theory

d. Social Cognitive Theory

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, wht law of learning was
disregarded?

a. Law of Disuse
c. Law of Exercise

b. Law of Effect
d. Law of Readiness

 4. Teacher Jay, a physical education teacher, demonstrates the new

skill to be learned so that his students can watch him and later produce
the skill. What learning theory is associated with the situation?

a. Dual- Coding Theory

c. Schema- Learning Theory

b. Information Processing
d. Social Learning
5. Patrice is always fearful of freely roaming dogs but does not mind
dogs in pain or on leash. What feature of classical conditioning is
exhibited?

a. Discrimination
c. Generalization

b. Extinction
d. Practice
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 Theory

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 students

b. Materials presented are difficult and challenging to the

students.

c. When the materials to be learned is related to what students

already know.

d. Students find the lesson easy and relevant to what students

already know.
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 of the sun. As
she organizes her next unit on other stars .She uses the sun as a 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 the students.

C. Provide clear and prompt feedback on assignment.

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 student 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 teachers display of genuine warmth. The teacher
is consistent in his manner and Alvin began to associate school with
the teachers 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

capable of interaction.
17. How would you help a student who is intelligent but is
underachieving in class?
A. Provide challenging activities which he/she 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 slow learner group to cope with the
academic needs of the lesson.

18. Mrs. Corpuz always make sure that her pre-school classroom is well
organized and clean. She puts up interesting and colorful visuals on the
bulletin boards. What principle of motivation was applied?
A. Incentives 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 students 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 Margas behavior?

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 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 where in 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 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 the students in assigning taks
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 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 if the following statements about motivation is false?

A. External motivation is longer lasting and more self-directive than
internal motivation
B. Internal motivation is fueled by ones goals or ambitions.
C. Motivation is enhanced by the way in which the instructional
material is organized.
D. Motivation to perform is affected by expectancy and value

Enhancing Test Taking Skills

1. Based on Banduras theory, which conditions must be present for a

student to learn from a model?
I. Attention II. Retention
III. Motor Production
IV.
Motivation
a. I and II
c. I, II, III, IV
b. I, II, and III
d. III, IV
2. Which of the following principles of learning applies to considering
students age in presenting content and cognitive processes?
a. Principles of readiness
b. Principle of learning by doing
c. Principle of presenting challenging tasks
d. Principle of learning aided by formulating and asking question
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 Thorndike that 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 Jasons neighborhood. Since then, Jason is very

careful of locking their doors and closing windows. What theory best
explains Jasons behavior?
a. Observational Learning c. Self-regulated learning
b. Imitation learning
d. Vicarious Learning
6. In observation and imitation learning, what should be the learners
response when the teacher initially models the behavior?
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
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 recognizes many
similarities between 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 her mind
and excitedly, successfully solves the puzzle problem. What type of
learning is 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 Math
class. He is now able to apply this skill in 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 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 in twos 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 the 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 kinesthetic
c. Musical
b. Intrapersonal
d. Spatial
17.
According to Brofenbrenner, 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 learning behavior?
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 pupils 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 the chance to do the same learning.
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 their reaction to astory
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 it put forth when tasks are challenging
c. Learning by doing is more effective than just sitting and listening
d. Learning is aided by formulating and asking questions
23.
In performing the minuet, first raise your heel, second make
there steps forward, third step make a point. What kind of knowledge is
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 behavior