NCM 121 HEALTH EDUCATION

TOPIC: Determinants of Learning

Categories of Learners According to Growth and Development

a. Growth
- quantitative changes of learning
- acquisition of more knowledge which often results in maturation
b. Development
- Qualitative changes
- Orderly, dynamic changes in a learner resulting from combination of learning, experience and
maturation

FACTORS INFLUENCING INTELLECTUAL DEVELOPMENT

1. Maturation
- Refers to the biological changes in individuals that result from the interaction of their genetic
makeup with the environment
2. Experience
- Refers to observing, encountering or undergoing changes of individuals which generally occur in
the course of time
3. Learning
- Is the acquisition of knowledge, abilities, habits, attitudes, values and skills derived from
experiences with varied stimuli

CATEGORIES OF LEARNERS ACCORDING TO STAGES OF DEVELOPMENT

The characteristics and developmental milestones of each stage:
1. Growth and development is a continuous process from conception till death
2. These stages are continuous rather than discrete hence, a child develops gradually, visibly and
continually.
3. While chronological ages are attached to stages of growth and development, the rate at which children
pass through them differs widely, depending on individual maturation rates and their culture
4. While rate varies, all children must pass through each stage before progressing to another more
complex development stage.

Categories of learners according to individual differences

1. Intelligence
o Intelligence refers to the aptitude or the person’s capacity to acquire knowledge, ability to
think, abstract reasoning and capability in problem solving which is explained by the
following (Feldman: 2004):
a. Intelligence is determined by genetics and environment
b. Intelligence is measured based on the results of intelligence tests or aptitude tests
c. Students with high aptitude need less time and less instructional support
The teacher can adjust and adapt instructional approaches considering the differences in students’ ability
(Chiatum and Hammond: 2005) as follows:
a. Flexible time requirements
o some students learn faster than the other
b. Increased instructional support
o To help slow learners compensate their relative deficiency in learning,
c. Strategy instruction
o Research shows that student achievers are more likely to use strategies that make their
learning more effective
o these strategic learners analyze and break down tasks or problems into smaller units and
formulate solutions to tasks and problems systematically
d. Peer tutoring
o student achievers can serve as sources of information for less able students
e. Cooperative learning
o Student tutors are able to recall their knowledge in tutoring and further enhance their skills
in skill demonstrations
o Student tutors are able to enhance their social skills during cooperative learning activities
2. Multiple Intelligences
o The theory of multiple intelligences was proposed by Dr. Howard Gardner, professor of
education at Harvard University. The theory states that the traditional concepts of
intelligence, based on IQ testing, is far too limited. He thus, proposed eight different
intelligences:
a. Verbal-linguistic intelligence or “word smart”
§ Has to do with words, spoken or written
§ They are good at: reading, writing, storytelling, word memorization
§ Best learn by reading, taking notes, listening to lectures, discussions and debate
§ Can become good lawyers, creative writers, teachers
b. Logical-mathematical intelligence or “number/reasoning smart”
§ Good in logical reasoning, abstractions, inductive reasoning, deductive reasoning,
numbers
§ Excel in sciences, engineering and commerce
c. Spatial intelligence or “picture smart
§ Has to do with vision and spatial judgment
§ Good in visual and mental manipulations of objects
§ Visual memory, Arts, Geographic directions
§ Excel in arts, engineering and architecture
d. Bodily Kinesthetic intelligence or “body smart”
§ Has to do with movement
§ Excel in sports, dance and other activities related to movement
§ They have good muscle memory
§ Requires skills and dexterity for motor movements for activities such as dancing,
craft making and acrobatics, among others
§ They could become good athletes, actors, dancers and craftsmen
e. Musical Intelligence or “music smart”
§ has to do with rhythm, music composition, hearing
§ One learns best with music playing in the background and may use songs in
memorizing information
§ Good in singing, musical composition and playing musical instruments
§ They could become musicians, singers composers and conductors
f. Interpersonal Intelligence or “people smart”
§ Good interacting with others
§ Extroverts sensitive to others needs, feelings, interests and motivation
§ Learn best from group work and activities
§ They are good in communications, leadership, negotiations and politics
§ Could become politicians, social workers, human resource managers, salespersons,
teachers and counselors
g. Intrapersonal Intelligence or “self smart”
§ Has to do wit introspective and self-reflective capacities
§ Introverts
§ Learn best when allowed to concentrate on subject themselves
§ Have high level of perfectionism
§ Good in psychology, analysis, philosophy and theology
§ They could become philosophers, psychoanalogists and evangilists
h. Naturalist Intelligence or “nature smart”
§ Has to with nature, nurturing and relating information to one’s natural surroundings
§ Have great sensitivity to nature and the environment
§ Good in botany, zoology, metaphysics, ontology, astronomy , environmental science
§ Could become successful naturalists, environmentalists, veteranarians, farmers,
gardeners and scientists
i. Other intelligences (spiritual, existential and moral intelligence)
§ Existential – capability to raise and reflect on philosophical questions about life,
death and ultimate realities
 3. Emotional intelligence
o Emotional Intelligence is a combination of competencies. These skills contribute to an
individual’s capability to manage and monitor his or her own emotions, to correctly gauge
the emotional state of others and to influence opinions. Goleman describes a model of five
dimensions. Each area has its own set of behavioral attributes as follows:
a. Self-awareness
• The ability to recognize one’s own feelings as this happens, to accurately
perform self-assessment and have self –confidence (keystone of emotional
intelligence)
b. Self-management or self-regulation
- The ability to keep disruptive emotions and impulses in check (self-control)
- Maintains standards of honesty and integrity (trustworthiness)
- Take responsibility for one’s performance (conscientiousness)
- Handle change (adaptability)
- Be comfortable with novel ideas and approaches (innovation)
c. Motivation
- Emotional tendency of guiding or facilitating the attainment of goals through:
- meet standard of excellence
- Alignment of goals
- Initiative to act on opportunities
- Persistence to reach goals
d. Empathy
- The understanding of others by being aware of their needs, perspectives,
feelings, concerns and sensing others developmental needs
e. Social Skills
Fundamental to emotional intelligence
- Influence
- The ability to induce desirable responses in others through effective
diplomacy of persuasion
- Communication
- ability to both listen openly and send convincing messages
- Leadership
- ability to inspire and guide groups and individuals
- Building Bonds
- nurturing instrumental relationships
- Collaboration and Cooperation
- towards a shared goal
- Create group synergy
- ability to pursue collective goals
Note: student’s emotional awareness and ability to handle feelings will determine her success and
happiness in life

4. Socioeconomic Status
- Measure of a family’s position in society as determined by family income,
member’s occupation and level of education
- Poverty affects a learner’s well-being and quality of life

5. Culture
- Culture refers to attitudes, values, customs and behavior patterns that
characterize a social group.

a. Student’s attitudes and values

- To become a good student, one must be able to adopt to the cultural values imposed by
the school as a learning institution
- This is often based on its mission, vision, objectives and goals whether it is secular or
non-secular institution
- Example:
- A student with strong Islamic faith may find difficult to adapt to learning institution run
by catholics where Christian values such as compulsory attendance to first Friday mass is
strictly imposed
 b. Classroom organization
- Emphasis is placed on individual responsibility, reinforced by grades and competition
- Competition demands both successes and failures
- Success of one student is tied in the failure of another

c. School communication
- Cultural conflict in communication may occur in an institution with students from
diverse ethnicities
- Communication signals may not always have the same meaning to another student of a
different ethnicity

6. Gender Differences
- Different treatment of boys and girls
- Stereotyping boys and girls

7. At-risk students
- Are those in danger of failing to complete their education
- They have learning problems and adjustment difficulties