4. Learning
Outcomes:
Analyze research findings on the influences of
developmental and socio-cultural dimensions of
learning.
Identify the Socio-Cultural factors towards learning.
Evaluate the importance of the research findings on
the influences of developmental and socio-cultural
dimensions of learning.
Apply the value of the research findings about the
influences of developmental and socio-cultural
dimensions of learning into real life situations.
5. IMPORTANCEOF
RESEARCH
FINDINGSON
DEVELOPMENTAL
ANDSOCIO-
CULTURAL
DIMENSIONSOF
LEARNING
Research is a systematic and an orderly way of
studying and looking for new information meant to add
to and build up existing knowledge.
People do research in various fields of study and for
different purposes and reasons.
This will enable especially the practitioners to analyze
and evaluate for themselves what best practices to
adopt and apply in their teaching tasks.
7. Parental
Involvement
In a study by Schneider and Coleman (1993, in
Santrock, 2011) they found that parents with higher
education are more likely to think and believe that their
involvement in their children’s education is very
important than parents of lower education.
Parental engagement did not only benefit the
students, but also the parents, the teachers, and the
school itself (“Parent Involvement in Education” n. d.).
The students taught by parents at home significantly
performed better in word-recognition, than those who
did not go through this home-tutoring program
(Vinograd-Bausell & Bausell, 1987, PP. 57-65).
8. ParentingStyle
andChild-
rearing
Wigfield et. Al (2006, in Santrock, 2011, p. 459) found the
following parenting services to result in improved
motivation and achievement.
A. Knowing enough about the child to provide the right
amount of challenge and the right amount of
support.
B. Providing a positive emotional climate which
motivates children to internalize their parents’ values
and goals.
C. Modeling motivated achievement behavior –
working hard and persisting with effort at
challenging tasks.
10. Parenting
Style and
Child-rearing In the study of Munyi (2013) and Kingsley Nyarko they
found that adolescents who were raised under
authoritative parents were performing well,
academically.The opposite was found among
adolescents raised by parents who were either
indulgent or uninvolved.
11. Provision for
Specific
Experiences at
Home
The kind of experiences and resources made available
to the children by their parents at home are also found
to influence students’ interest and motivation to
pursue various activities.
Reading to one’s preschool child was found to be
positively related to the child’s later reading
achievement and motivation (Wigfield & Asher, 1984,
in Santrock, 2011).
12. Peer
Influence
Having friends who are academically oriented is linked to higher
achievement (Dodge, 2010; Croesno et.al. 2008 in Santrock, 2011).
Kirk Johnson made an analysis of data on peer influences and
social interaction and other factors linked to academic
achievement, taken from the 1998 NationalAssessment of
Educational Progress (NAEP). From his analysis, he came up with
the following findings:
a.The peer effect is particularly a strong effect on achievement
especially among fourth graders.
b.The peer effect is independent of other variables like ethnicity,
gender, income, and other background variables.
c. Family background factors such as household environment and
parental education also play a big hand in explaining achievement
and this was true to both 4th and 8th graders.
13. Teachers A study by Perry, Donahue, andWeinstein, (2007 in
Santrock, 2011) found that instructional and socio-
emotional support were linked to first grade students’
achievement.
Students also considered teachers’ instructional
behaviors in evaluating how much their teachers cared
for them (Wentzel, 1997 in Santrock, 2011)These
results show that students motivation is optimized
when teachers provide them with emotional and
intellectual support.
14. Teachers
Muntner (2008) identified ten important factors that
should be considered in classrooms to improve and
increase student-teacher interaction, which they
believe should subsequently improve social
development and learning.The ten factors have been
classified and lumped into three, namely; emotional
support, classroom organization, and instructional
support.
15. Classroom
Implications:
Teacher must teach the language of the subject.
Teacher should facilitate learning through social
interactions.
Teacher must allow his/her students to negotiate their
ideas and have a shared understanding.
Teacher would implement cooperative learning and
monitor the interactions carefully.
16. Activity2 Directions: Answer the following concisely.
1. Enumerate the inflences on the developmental and
socio-cultural dimensions of learning.
2. Give the importance of the research findings on
developmental and socio-cultural dimensions of
learning.
3. How would you internalized the importance of those
research findings?
