Concepts of Learning & Student -Teacher related factor's

 

                              Concepts of Learning

Introduction

Learning is a fundamental process through which an individual changes behaviour, acquires new knowledge, develops skills and reshapes attitudes on the basis of experience and interaction with the environment. It is not limited to formal schooling; rather, it continues throughout life in home, school, workplace and community situations.

In the modern psychological and educational sense, learning is viewed as a continuous, purposeful and relatively permanent change in behaviour that occurs as a result of practice, training or experience, and not simply due to growth, maturation or temporary factors like fatigue and drugs.
In earlier times, learning was often equated only with memorization of facts or mastery of academic content.

Today, this narrow view has been replaced by a broader conception that includes cognitive (thinking and understanding), affective (feelings and attitudes) and psychomotor (skills and actions) aspects of human development. Through learning, a person not only gains information, but also learns how to think, how to solve problems, how to relate with others, how to control emotions and how to adjust to new and challenging life situations.

Learning is also an adaptive process. Human beings constantly face new demands from the physical and social environment. To meet these demands effectively, they modify their responses, reorganize their experiences, and form new habits and patterns of behaviour. Thus, learning helps the individual to survive, to grow and to become socially and personally competent.

From the educational point of view, the main aim of teaching is to facilitate desirable learning in learners so that there are positive, meaningful and goal-directed changes in their behaviour. Because of this central role, learning has become a key concept in psychology and education, and many theorists have tried to define and explain it from different perspectives,

 Meaning of learning

The meaning of learning can be understood by analysing its important features.

• First, learning implies change. When a person learns, there is some modification in behaviour, knowledge, skill level or attitude. This change may be in a desirable direction (e.g., becoming more skilled, accurate, cooperative) or sometimes even in an undesirable direction (e.g., acquiring a bad habit).
•  Second, the change brought about by learning is relatively permanent. It tends to last for some time and does not disappear immediately when the situation changes. Temporary changes caused by drugs, fatigue, emotional outburst or sensory stimulation are not counted as learning.
• Third, learning is the result of practice, experience or training. When an individual repeatedly interacts with a situation, solves problems, performs activities or reflects on experiences, certain stimulus–response connections become stronger and more organized.

 This distinguishes learning from changes due to maturation or growth, which occur automatically with age (for example, increase in height or natural development of organs).

    Fourth, learning is purposeful and goal-directed. In most cases, the learner has some motive or need, such as passing an examination, mastering a skill, gaining social approval or solving a practical problem. This motive energizes and directs the learning activity.

Finally, learning is a comprehensive process. It includes acquisition of knowledge and understanding, formation of habits and skills, development of interests, values and attitudes, and improvement in patterns of thinking and behaviour that enable better adjustment to the environment.

Definitions of learning

Gates and other: “Learning is the modification of behaviour through experience and training.”

Guilford: “Learning is the any change in behaviour resulting from behaviour.”

Crow and Crow

According to Crow and Crow, “Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things and it operates in individuals' attempts to overcome obstacles or to adjust to new situations. It represents progressive changes in behaviour. It enables him to satisfy interests to attain goals.” Their definition highlights three key elements: acquisition (gaining something new), adjustment (facing and managing new demands) and progression (moving towards higher levels of functioning).

According to Woodworth

Woodworth considered learning as  “Learning is any activity that results in a progressive change in behaviour.” Means any activity or process which brings about development in the individual, whether in a positive or negative direction, and makes his or her behaviour and experiences different from what they would otherwise have been. The focus here is on the fact that learning produces a difference: after learning, the person is not the same as before. Even if the new pattern of behaviour is not socially desirable, it still counts as learning because it represents a real change shaped by experience. This view underlines the broad and dynamic nature of learning.
Skinner

Accroding to B. F. Skinner

B. F. Skinner, a leading behaviourist, defined learning in terms of modification of behaviour through reinforcement. For him, learning is a process in which an organism’s behaviour is strengthened, weakened or reshaped as a result of the consequences that follow it. When a response is followed by a satisfying or reinforcing outcome, the probability of that response occurring again increases; when it is followed by a non-reinforcing or punishing outcome, the probability decreases. Thus, in Skinner’s view, learning is essentially the acquisition and maintenance of operant behaviours under the control of environmental consequences. This definition stresses the role of practice, reinforcement and observable behaviour.

Accroding to E. L. Thorndike explained learning mainly through his trial-and-error theory and laws of learning. He regarded learning as the formation and strengthening of connections between stimuli and responses.

According to him, when an organism faces a problem situation, it makes a number of random responses; those responses which lead to satisfaction are gradually selected and strengthened, while unsatisfying responses are eliminated. Through repeated trials, correct responses become firmly connected with the appropriate stimuli.

Thorndike’s laws of readiness, exercise and effect describe conditions under which these connections are formed most effectively. Therefore, in Thorndike’s sense, learning is a gradual, mechanical process of establishing stimulus–response bonds on the basis of practice and satisfying consequences.

•      Learning involves a change in behavior or knowledge.
•      Learning is a relatively permanent change, not temporary.
•      Learning results from practice, experience, or training.
•      Learning is individual; each person learns differently.
•      Learning is purposeful and goal-directed.
•      Learning is active, requiring participation by the learner.
•      Learning is a continuous process throughout life.
•      Learning involves interaction with the environment.
•      Learning is social, often occurring in social contexts.
•      Learning is influenced by motivation and needs.
•      Learning involves reorganization of experiences.
•      Learning may be positive or negative in nature.
•      Learning is a process of adaptation to new situations.
•      Learning affects cognition, attitudes, and skills.
•       Learning is influenced by individual differences, such as previous knowledge, abilities, and background.

1-  Learning involves a change in behavior or knowledge.
Learning is fundamentally about transformation, resulting in a modification in what an individual knows, believes, feels, or how they behave. This change could be acquiring new information, mastering new skills, or developing new attitudes or values.

It is crucial that this change is observable, demonstrating that learning has truly occurred rather than being mere exposure to information.

For example, a child learning to ride a bicycle undergoes a behavioral change from inability to ability. Similarly, a student mastering a concept in mathematics shows cognitive changes. Learning is, thus, the visible proof of internal modification, shaping how one interprets and responds to the world.

1-  Learning is a relatively permanent change.

The effects of learning are long-lasting and stable over time, distinguishing it from temporary emotional or physiological states like fatigue or excitement. Unlike fleeting impressions or short-term memory, learning integrates new knowledge or skills into long-term memory enabling recall and application even after long intervals.

This permanent change ensures the learner can consistently apply the gained knowledge or behavior across different situations and over time. However, this permanence doesn't necessarily mean learning is irreversible; relearning or unlearning is possible but requires conscious effort.

3-Learning results from practice, experience, or training.

Learning is not accidental but develops through active engagement with tasks, experiences, and feedback. Regular practice and repetition strengthen neural pathways, making responses quicker and more accurate.

Experience allows learners to test hypotheses, make mistakes, and adjust accordingly, facilitating deeper understanding.

Training offers structured opportunities to develop specific skills or knowledge systematically. For instance, language learning involves repeated exposure, practice of speaking, listening, and receiving corrective feedback. Without practice and experience, learning often remains superficial or incomplete.

4-Learning is individual.

No two learners are identical—each has a unique cognitive makeup, prior knowledge, emotional state, and learning preferences influencing their learning path. Factors such as intelligence, motivation, culture, age, and background shape how learners perceive, process, and retain information.

This individuality necessitates flexible teaching strategies that cater to different needs and strengths.

For example, some may be visual learners needing diagrams, while others excel through hands-on activity. Recognizing individual differences ensures learning is effective and meaningful for each learner.

5-Learning is purposeful and goal-directed.

Most learning activities are motivated by specific objectives, whether acquiring a new skill, passing an exam, or meeting social expectations. Goals provide focus and energy, guiding learners’ attention to relevant content and practice.

This purposefulness enhances motivation, perseverance, and engagement, making learning more efficient and meaningful. Setting clear goals also enables learners to measure progress and adjust strategies accordingly. Moreover, goal-directed learning fosters strategic thinking and self-regulation, essential for lifelong education.

6-Learning is an active process.

Effective learning requires active involvement—mental, emotional, and physical. Rather than passively absorbing information, learners must engage in questioning, experimenting, practicing, and reflecting.

Active learning promotes critical thinking, problem-solving, and deeper understanding. It transforms passive knowledge acquisition into meaningful skill development.

For example, students working on projects or group discussions actively construct knowledge rather than merely memorizing facts. This active engagement enhances retention and application.

7-Learning is continuous.

Learning does not occur in isolation or at a single point but is an ongoing process that spans a lifetime. From infancy to old age, individuals continuously adapt to new information and experiences.

This lifelong nature reflects the dynamic complexity of life requiring constant updating of skills and knowledge to cope with changes in environment, technology, or society.

Continuous learning supports personal growth, professional development, and social adaptation, making individuals resilient and capable in a rapidly evolving world.

 8- Learning involves interaction with the environment.

The environment plays a critical role in learning by providing stimuli, challenges, and feedback. through active engagement with physical surroundings and social contexts, learners construct knowledge and skills. Environmental factors like available resources, cultural norms, and social support influence how and what people learn.

 Rich environments offering varied stimuli promote curiosity and exploration, enhancing learning. Interaction may be direct, such as hands-on experiments, or indirect through observation and communication.

9-Learning is social.

Humans are social beings, and learning often happens through interaction with others. Social learning through collaboration, dialogue, observation, and feedback facilitates cognitive and emotional development.

Teachers, peers, and mentors provide diverse perspectives, encouragement, and corrective guidance that enrich learning.

Social contexts also foster motivation and engagement, making learning more enjoyable and less isolating. Learning communities and group work encourage communication skills and collective problem-solving.

10-Learning is influenced by motivation and needs.

Learners are driven by intrinsic interests, curiosity, and the desire to solve problems or by extrinsic rewards like grades and recognition.

Motivation affects the intensity, persistence, and quality of learning efforts. Needs create urgency or purpose for learning, guiding attention towards relevant goals.

High motivation enhances focus, effort, and resilience in face of difficulties. Educators often work to create motivating environments and personalized incentives to sustain learners’ enthusiasm and commitment.

11-Learning involves reorganization of experiences.

Learning is not merely adding new facts but restructuring existing cognitive frameworks to accommodate new insights.

This process of assimilation and accommodation leads to conceptual change, better problem-solving, and adaptability.

Experience is reorganized to form coherent knowledge structures enabling transfer to novel situations. For example, understanding algebra requires reorganizing arithmetic knowledge into abstract symbolic thinking. This deeper cognitive restructuring leads to advanced learning.

12-Learning can be positive or negative.

While the goal of education is positive learning, people can also acquire undesirable habits, misconceptions, or prejudices. Negative learning highlights the importance of guidance, correct feedback, and reinforcement to shape appropriate behaviors and knowledge.

Recognizing this aspect helps educators prevent errors and redirect learners constructively. For example, children may inadvertently learn superstitions or aggressive behavior if exposed to negative models.

13-Learning is adaptive to new situations.

Effective learning equips individuals to apply knowledge and skills flexibly across diverse or changing contexts. This adaptability ensures survival and success in novel environments by problem-solving and innovating.

It fosters creativity and critical thinking needed for complex life and work challenges. For instance, learning computer skills enables adapting to new software or technologies constantly emerging.

14-Learning affects cognition, attitudes, and skills.

Learning develops intellectual capabilities like reasoning and memory, shapes attitudes and values, and builds physical or technical skills. Holistic learning addresses multiple human dimensions providing balanced personal and professional development.

 For example, leadership training nurtures critical thinking, confidence, and communication skills simultaneously. Attitudinal learning influences motivation and behavior, enhancing social harmony.

15- Learning is influenced by individual differences.

Individual learner characteristics such as age, cultural background, personality traits, and cognitive abilities moderate learning processes and outcomes.

These differences explain variability in learning pace, style, and preferences. Understanding and accommodating individual differences allows tailored instruction, fostering inclusivity and maximizes learning potential. For instance, some learners benefit from visual aids while others need auditory explanations.
Student-Related Factors Influencing Learning

Learning is a complex and dynamic process that is shaped by various internal and external influences. Among these, the student-related factors play the most significant role because learning ultimately depends on the learner’s own abilities, attitudes, readiness, and overall condition.

 Every student is unique, and these individual differences directly affect how well they understand, retain, and apply new information. Below is a detailed explanation of the major student-related factors that influence learning.

 1. Maturation

Maturation refers to the natural growth and development of the learner’s body and brain. This includes physical, emotional, cognitive, and social development that occurs over time.

Learning depends heavily on whether the student has reached the appropriate level of development to understand certain tasks.

 For instance, young children must develop certain cognitive abilities before they can understand abstract mathematical concepts or complex problem-solving.

 If a child has not matured enough, even the best teaching methods cannot force learning. Therefore, maturation sets the foundation for what a learner can grasp at a given age.

2. Readiness

Readiness is the state of being physically, mentally, and emotionally prepared to learn. It involves having the necessary background knowledge, skills, and mental development to absorb new information.

 A child cannot learn to read without knowing letters and sounds, nor can they solve equations without understanding numbers.

Emotional readiness also matters: a child who feels safe, confident, and supported learns better. When a learner is fully ready, new learning becomes faster, easier, and more meaningful.

3. Capacity

Capacity refers to the innate mental ability or intelligence of the learner. It includes cognitive abilities such as reasoning, comprehension, creativity, and memory.

 Every student has a different intellectual capacity, and this affects the speed and depth of their learning. Students with high capacity grasp ideas quickly, make connections easily, and perform better academically.

However, capacity is not the only determinant of success. With the right support, strategies, and motivation, students with lower capacity can also achieve good results. Teachers must consider individual differences in capacity to design effective instructional strategies.

4. Motivation

Motivation is one of the most powerful internal factors influencing learning. It is the desire or willingness to learn and engage in academic activities. Motivation can be intrinsic, where students learn because they are genuinely interested, or extrinsic, where learning is encouraged through rewards, praise, or grades.

Motivated learners pay better attention, participate actively, overcome difficulties, and retain information for longer periods. A lack of motivation leads to boredom, disinterest, and poor academic performance.

Teachers can enhance motivation by making lessons engaging, appreciating students, and connecting learning to real-life experiences.

5. Attention and Interest

Attention is the ability to focus on learning tasks, while interest is the emotional engagement or curiosity toward a subject. Learning requires full attention; without it, information is not processed properly.

Students learn better when they find a topic relevant or enjoyable. A child who is interested in science, for example, will naturally be more attentive in science class.

 Teachers can stimulate interest through interactive activities, storytelling, visuals, experiments, and real-life examples. When attention and interest are high, learning becomes deeper and more effective.

6. Mental Health

Mental health plays a crucial role in learning. A mentally healthy student is emotionally stable, self-confident, and able to manage stress.

On the other hand, students suffering from anxiety, depression, fear, stress, or trauma often face difficulties in concentrating, remembering, or participating in class. Emotional disturbances reduce motivation, lower confidence, and affect academic performance.

A supportive, safe, and encouraging classroom environment helps students maintain good mental health, thereby improving their learning capacity.

7. Food and Health

Food and health are essential components of effective learning. Proper nutrition ensures healthy brain development, enhanced concentration, and better memory.

Students who are well-fed and physically healthy show higher levels of energy and alertness. Conversely, malnutrition or poor health can cause fatigue, irritability, and difficulty focusing. Frequent illnesses, inadequate sleep, and lack of physical activity also negatively affect learning.

Therefore, maintaining good health and proper nutrition is critical for cognitive functioning and academic success.

8. Sensation and Perception

Sensation refers to receiving information through the senses (sight, hearing, touch, taste, smell), and perception refers to interpreting that sensory information. Learning begins with sensory input.

 If a student has poor eyesight, hearing problems, or other sensory impairments, they may miss important information and struggle to understand instructions.

Clear perception helps students recognize patterns, symbols, and relationships between ideas.

For example, visual perception is essential for reading, and auditory perception is crucial for language learning. Strong sensory functioning enhances comprehension and memory.

9. Fatigue

Fatigue—whether physical, mental, or emotional—negatively impacts learning.

Physical fatigue arises from insufficient rest or overexertion, while mental fatigue results from prolonged concentration.

Emotional fatigue comes from stress or personal issues. Fatigue reduces attention, slows thinking, and weakens memory.

A tired student struggles to stay focused, process information, or solve problems effectively. Adequate rest, breaks between tasks, proper sleep, and balanced routines are necessary to prevent fatigue and maintain learning efficiency.

10. Will to Learn

The will to learn reflects the learner’s determination, positive attitude, and desire for growth. Students with strong willpower take initiative, work hard, ask questions, and persevere despite challenges.

They develop self-discipline, responsibility, and resilience. In contrast, students without the will to learn may remain passive, avoid challenges, or give up easily.

Teachers can nurture this will through encouragement, constructive feedback, achievable goals, and promoting a growth mindset. A strong will to learn is often more important than intelligence in achieving academic success.

11. Physical Handicaps, Defects, and Diseases

Physical handicaps, defects, and diseases can create barriers to learning. These may include visual impairments, hearing loss, speech defects, chronic illnesses, and mobility limitations.

Such conditions may restrict participation, slow down progress, or require special teaching methods. However, with appropriate support, learning aids, inclusive practices, and emotional encouragement, students with disabilities can perform exceptionally well.

It is important to focus on their strengths rather than limitations and provide equal opportunities for academic success.

12. Memory

Memory is the ability to store, retain, and recall information. It is essential for all aspects of learning, from understanding a lesson to answering exam questions.

Different types of memory—short-term, working, and long-term—play vital roles in processing information.

 Students with strong memory skills can easily recall facts, follow sequences, and connect ideas. Weak memory leads to forgetfulness, difficulty understanding concepts, and slow learning. Memory can be strengthened through regular revision, practice, association techniques, and meaningful learning experiences that promote deeper understanding.

Teacher’s-Related Factors Influencing Learning

1-Personality of Teacher

The personality of a teacher plays a pivotal role in the teaching-learning process. It is not merely about being friendly or approachable; it encompasses traits such as patience, empathy, confidence, honesty, enthusiasm, and adaptability.

A teacher with a positive personality can inspire students, instill a love for learning, and create a nurturing environment.

For example, a teacher who is calm and patient encourages students to ask questions freely, while an enthusiastic teacher can make even difficult topics interesting.

 Moreover, a teacher’s personality often influences classroom dynamics. Students tend to respect and emulate teachers who exhibit integrity, fairness, and positivity. Therefore, personality traits directly impact motivation, discipline, and overall academic performance of students.

2-Behaviour of Teacher

Teacher behavior refers to the way teachers interact with their students, manage classrooms, and present themselves professionally. It includes verbal and non-verbal communication, attitudes, emotional responses, and conduct in different situations.

A teacher who is respectful, approachable, and encouraging helps students feel safe and valued. Conversely, negative behavior such as favoritism, harsh criticism, or inconsistent discipline can demotivate students and create a hostile learning environment.

Constructive teacher behavior also involves active listening, patience, and maintaining classroom order without suppressing students’ individuality. Effective teacher behavior fosters a sense of belonging and trust, which are crucial for successful learning.

3-Knowledge of Psychology

A teacher’s understanding of psychology, particularly child psychology, is essential for addressing the cognitive, emotional, and social needs of students. Knowledge of psychology helps teachers understand how children learn, what motivates them, and how to handle behavioral issues effectively. For example, knowing the stages of cognitive development allows a teacher to design lessons that are age-appropriate and intellectually stimulating.

Awareness of learning theories such as Piaget’s stages of development, Vygotsky’s zone of proximal development, and Gardner’s multiple intelligences enables teachers to cater to diverse learning styles.

Furthermore, psychological knowledge helps in creating strategies for motivation, stress management, and positive reinforcement, which enhances overall academic performance and emotional well-being of students.

4-Relation between Teacher and Student

The teacher-student relationship is fundamental in shaping the classroom environment and student learning. A positive relationship is built on mutual respect, trust, empathy, and effective communication. When students feel understood and valued, they are more likely to participate actively, share ideas, and seek guidance.

On the other hand, strained relationships can lead to anxiety, reduced engagement, and poor academic outcomes.

Teachers can strengthen relationships by showing genuine interest in students’ lives, providing constructive feedback, recognizing achievements, and being approachable. A healthy teacher-student relationship not only fosters academic growth but also supports emotional and social development.

5-Knowledge of Content

Deep knowledge of the subject matter is a cornerstone of effective teaching. Teachers must have mastery over their content to explain concepts clearly, provide examples, and answer students’ questions confidently.

A teacher with sound content knowledge can also identify misconceptions, connect topics logically, and adapt lessons to meet students’ needs. Furthermore, comprehensive content knowledge allows the teacher to integrate interdisciplinary perspectives, make learning more engaging, and stimulate critical thinking. Without strong content knowledge, even the most enthusiastic teacher may struggle to provide accurate information, diminishing students’ confidence and interest in the subject.

6-Teaching Method

The teaching method encompasses the techniques, strategies, and approaches used to deliver lessons. Effective teaching requires selecting methods that suit the content, student needs, and learning objectives. Common methods include lecture, discussion, demonstration, project-based learning, collaborative activities, and experiential learning.

For instance, practical subjects may benefit from demonstration or hands-on experiments, while theoretical subjects may be taught through interactive discussions or guided reading.

A versatile teacher can combine multiple methods, ensuring that students remain engaged and grasp complex concepts. Moreover, modern pedagogy emphasizes active learning, encouraging students to participate, explore, and construct knowledge rather than passively receive it.

7-Time-Table

A well-structured timetable ensures that the curriculum is delivered efficiently while maintaining students’ physical and mental well-being. Proper scheduling of lessons, breaks, and extracurricular activities helps manage fatigue, attention span, and classroom dynamics.

 For instance, difficult or highly analytical subjects are often scheduled during morning hours when students are more alert.

A balanced timetable also allows time for revision, reinforcement, and individual attention.

Teachers play a critical role in adhering to the timetable while also being flexible enough to accommodate unforeseen changes or special needs. Effective time management contributes to a disciplined learning environment and enhances academic outcomes.

8-Child-Centred Education

Child-centred education focuses on the needs, interests, and abilities of students rather than rigidly following a curriculum.

This approach prioritizes active learning, creativity, problem-solving, and critical thinking. Teachers adopting this approach design lessons that encourage exploration, collaboration, and decision-making.

Students are given opportunities to express themselves, ask questions, and pursue topics of personal interest. Child-centred education fosters intrinsic motivation, autonomy, and lifelong learning skills.

It also requires teachers to be facilitators, guiding students rather than dictating content, thereby promoting a more inclusive and engaging classroom environment.

9-Knowledge of Individual Differences

Students differ in intelligence, learning styles, motivation, personality, and pace of learning. Teachers who are aware of these individual differences can tailor instruction, assessment, and support to meet diverse needs.

For instance, visual learners may benefit from diagrams and charts, while auditory learners may prefer discussions or lectures.

Gifted students require enrichment activities, while students with learning difficulties need additional support or modified instruction.

Recognizing and addressing individual differences ensures equity, prevents frustration or disengagement, and maximizes each student’s potential.

It also reflects the teacher’s empathy, adaptability, and professional competence.

10-Revision of Content

Revision is an essential component of effective teaching. Regularly revisiting previously taught material reinforces learning, enhances retention, and helps students consolidate knowledge.

Revision also provides opportunities to clarify doubts, correct misconceptions, and strengthen understanding. Teachers can employ various techniques for revision, such as summarization, group discussions, quizzes, and interactive exercises.

Effective revision ensures that students are well-prepared for assessments and can connect concepts across different topics.

It also encourages long-term learning rather than rote memorization, promoting critical thinking and analytical skills.