LUCAN REVIEW CENTER

and Tutorials, Inc.

Alano St. San Francisco Dist., Pagadian City
Tel No. (062) 215-3307
Cel No. 09206316136 (Smart)
Cel No. 09277695668 (Globe)

PRINCIPLES AND THEORIES OF LEARNING AND MOTIVATION

PART I: CONTENT UPDATE

I. LEARNING
Learning- involves the acquisition of new element or knowledge, skills, beliefs, and
behavior, may mean one or more of all these things:
- The act of gaining knowledge (to learn something), the knowledge gain 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 behavior

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 1: BEFORE CONDITIONING HAS OCCURED PHASE II: THE PROCESS OF CONDITIONING

UCS UCR UCR

NEUTRAL STIM UCS
(MEAT POWDER) (SALIVATION) (BUZZER) (MP) (SALIVATION)

PHASE III: AFTER CONDITIONING HAS OCCURED

NEUTRAL STIM ORIENTING UCS CR
(BUZZER) RESPONSE
(BUZZER) (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.
 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
a. Law of Readiness – this law states that an individual will learn when she is ready to do so.
b. Law of Exercise – this law states 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.
i. Law of use – connections between stimulus and response are strengthened as they are
used.
ii. Law of disuse – Connections between a stimulus and response are weakened when
practice is discontinued.
c. 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
behavior.
Reinforcers- any consequence that strengthen a behavior.
 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 behavior
 Negative reinforcer- release from an unpleasant situation to strengthen behavior.
Reinforcement – satisfying consequence
 Verbal
 Activity
 Physical
 Token
 Non-verbal
 Consumable
Formula for reinforcement:
a. Prompt
b. Response
c. Reinforcement

4. 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 Bandura’s 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 model’s behavior.
-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
Phases of Observational Learning
Attention – mere exposure does not ensure acquisition of behavior. Observer must attend to
recognize the distinctive features of the model’s response.
Retention – reproduction of the desired behavior implies that student symbolically retains that
observed behavior.
Motor reproduction process – after observation, physical skills and coordination are needed for
reproduction of the behavior learned.
Motivational Process – although observer acquires and retains ability to perform the modeled
behavior, there will be no overt performance unless conditions are favorable.

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

3. Jerome Bruner’s 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 to remember concepts they
discover on their own.
-Calls his view 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 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:
a. Lateral transfer – occurs when the individual 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)
b. Vertical transfer – occurs when the individuals is able to learn more advanced/complex
skills (e.g. being able to add and multiply; being able to read and write)
c. Specific Transfer – when a specific skill, fact or rule is applied to a similar situation.
d. 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
a. Signal Learning – responding to a signal, response is conditioned
b. Stimulus-response Learning – voluntary responses are learned.
c. Chaining/ Motor – two or more separate motor/ verbal responses maybe combined or
chained to develop a more complex response
d. Verbal Association – verbal connections are used to create associations.
e. Discrimination Learning – learner selects or distinguishes a response which applies to
stimuli.
f. Concept Learning – gives common response to an entire class of stimuli.
g. Principle Learning (Rule Learning) – involves combining and relating concepts

4. 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 – refers to the previous learning of a 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 spoken - Ability to learn language Writers, poets, lawyers,
and written language - Capacity to use language to speakers
accomplish certain goals
2. Logical/mathematical – analyzes - Ability to detect patters, Scientists,
problems logically, carry out reason deductively and think mathematicians
mathematical operations, and logically.
investigate issues scientifically.
3. Musical – skill I the performance, -Capacity to recognize and Musicians, composers
composition and appreciation of compose musical pitches,
musical patterns. tones and rhythms.
4. Bodily Kinesthetic – using one’s -Ability to use mental abilities Athletes, dancers
whole body or body parts to solve to coordinate bodily
and convey ideas. movements.
5. Spatial – recognize and use
patterns of wide space and more
confined areas.
6. Interpersonal – working -Capacity to understand the Educators, sales people,
effectively with others. intentions, motivations, and religious counselors,
desires of other people. politicians
7. Intrapersonal – working -Capacity to understand
effectively with oneself oneself, appreciate one’s
feelings, fears and
motivations
8. Naturalist – appreciation of the -Ability to recognize, Nature lover,
environment/nature. categories and grow upon environmentalist
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
behavior.
 An individual must see things from the subject’s point of view at a given moment.

9. Urie Brofenbrenner’s Ecological Systems

-Learning is greatly affected by the kind of environment we are in.
-Learners are understood within the context of their environment.
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 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 relationship 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 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 behavioral 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
 Teacher should provide learning tasks that have specific answers like numbers and
figures/units.
2. Assimilators – rely most on abstract conceptualizing and reflective observation.
- Interested in theoretical concerns than in applications.
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 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 hand-on approach.
Types of Learners
Types of Learners/Perceptual Channel Educational Implications/Learning Preferences
1. Auditory learners – prefer to learn by  Lecturing is the teaching approach that works best
listening/auditory perceptual channel. for them.
 Songs/poems are useful and effective learning
tools.
2. Visual learners – prefer print  Reading/responding to visual cues, such as the
materials/visual perceptual channel. chalkboard or transparencies
 Textbooks and pictures are useful and effective
learning tools.
3. Tactile learners – like to manipulate  Hands-on or laboratory methods of learning are
objects/tactile perceptual channel most appropriate for learners.
 Tracing diagrams or using texture examples.
4. Kinesthetic or whole body learners –  Simulations, exploratory activities and problem
like to learn through experiential solving approach of teaching.
activities/ kinesthetic perceptual  Pacing or dancing while learning new material.
channel.

II. Motivation
Motivation – an internal state or condition (sometimes described 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 parent’s 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 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 motivates 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 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 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 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 a 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, opponents, climate, his/her fans, etc.

TECHNIQUES IN MOTIVATING 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 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.
 PART II: ANALYZING TEST ITEMS
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 c. Meaningful Reception Learning
theory
b. Information Processing Approach 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.
What 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 reproduce the skill. What learning theory is associated with
the situation?
a. Dual-Coding theory c. Schema Learning theory
b. Information Processing Approach d. Social Learning

5. Patrice is always fearful of freely roaming dogs but does not mind dogs in a pen or on a
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 hierarchy
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 the 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 judgment 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 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 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 the concepts that she presented yesterday
so she taught the same concepts again but this time using a different method. What principle
of learning was applied?
a. Concepts should be presented in varied and different ways
b. Effort was 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 is underachieving in class?
a. Provide challenging activities which he/she can accomplish
b. Recognize his talents by asking 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 colorful visuals on the bulletin boards. What principle of
motivation is applied?
a. Incentives motivate learning
b. Internal motivation is longer lasting and more self-directive that 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 in Marga’s 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 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 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 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 form 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 fasting and more self-directive than internal motivation
b. Internal motivation is fueled by one’s 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

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

27. Which of the following principles of learning applies to considering student’s age in
presenting certain content and cognitive process?
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

28. 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

29. According to Thorndike 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

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

31. In observation and imitation learning, what should be the learner’s response when the teacher
initially models the behavior?
a. Reproduce and match c. imitate and practice
b. Pay attention d. shows satisfaction

32. 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

33. 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

34. Which is essential in meaningful reception learning?

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

35. Grace is bilingual. She speaks both English and Filipino fluently. She begins to study
Spanish and immediately recognizes 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

36. 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 is exhibited?
a. Analytic learning c. insight learning
b. Discovery learning d. trial and error learning

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

38. 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

39. To remember the six digits 8, 4, 3, 9, 4, 5, the Math teacher grouped the numbers in two’s 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
40. 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
41. 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

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

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

44. 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
pupils 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 direct pupils’ attention to more adequate and better techniques

45. 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.

46. Ms. Baquiran, the VE teacher, and her pupils, while working on the concept of honesty,
agreed that no cabinets and books 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

47. 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 if put forth when tasks are challenging
c. Learning by doing is more effective than just by sitting and listening
d. Learning s aided by formulating and asking questions

48. 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
49. 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
50. 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