Processes of Learning MCQ Quiz - Objective Question with Answer for Processes of Learning - Download Free PDF

Learning involves various processes, ranging from simple associations to complex reasoning and understanding.  Key Points

• The type of learning that involves higher mental processes and focuses on grasping the meaning or significance of a given phenomenon is Cognitive Learning.
• This approach, developed by psychologists such as Jean Piaget and Jerome Bruner, emphasizes how individuals actively process information, analyze patterns, and apply reasoning to solve problems.
• Cognitive learning is not based on mere repetition or reinforcement but rather on understanding, insight, and applying knowledge in different contexts. It plays a key role in education, problem-solving, and creative thinking.
• Hence, the correct answer is Cognitive Learning.

Hint

•  Trial and Error Learning (proposed by Edward Thorndike) involves learning through repeated attempts and gradually eliminating incorrect responses until the correct one is found. 
• Classical Conditioning (developed by Ivan Pavlov) is a form of learning where a neutral stimulus becomes associated with an unconditioned stimulus to produce a conditioned response, focusing on reflexive behaviors rather than understanding
• Operant Conditioning (proposed by B.F. Skinner) is learning based on rewards and punishments, where behavior is reinforced or discouraged based on consequences.

The correct answer is - Explore, Evaluate

Key Points

• Explore
  • This phase involves students being given the opportunity to explore the concept or skill being taught through hands-on activities.
  • It encourages them to build their understanding through experiences and experimentation.
  • Exploration is essential for active engagement and helps in forming a strong foundation for learning.
• Evaluate
  • Evaluation is the final phase where students are assessed on their understanding and skills.
  • It involves both formative and summative assessments to measure learning outcomes.
  • Evaluation helps teachers identify areas where students may need additional support and provides feedback for continuous improvement.

Additional Information

• 5 E Model of Learning
  • The 5 E Model of Learning is an instructional model based on the constructivist approach to learning, which states that learners build or construct new ideas on top of their old ideas.
  • It includes the following phases:
    • Engage: Capturing the students' interest and curiosity.
    • Explore: Allowing students to investigate and build their own understanding.
    • Explain: Providing opportunities for students to articulate their understanding.
    • Elaborate: Extending students' understanding through new experiences and applications.
    • Evaluate: Assessing students' knowledge and skills.
• Constructivist Approach
  • This approach suggests that learners construct knowledge through experiences and reflections.It emphasizes active learning and the role of the learner in the learning process.
  • Teachers act as facilitators rather than providers of knowledge.

Discovery learning is a constructivist instructional approach where learners actively engage with content, explore concepts, and construct their own understanding rather than passively receiving information.

Key Points

•  In discovery learning, students derive information for themselves through exploration and manipulation of ideas.
• This means they are encouraged to investigate, experiment, ask questions, and solve problems, rather than simply being told facts or procedures.
• Through this process, learners build conceptual understanding by connecting new knowledge to what they already know.
• The teacher's role is to facilitate this journey, providing the tools and environment that support independent thinking and discovery.

Hint

•  Rehearsal and extended practice focus more on rote learning and repetition, not the exploratory nature of discovery learning.
• Making consistent new discoveries in the world is overly ambitious and not always the outcome; learning is often incremental.
• Combining rehearsal with discovery misunderstands the core principle of discovery learning, which emphasizes insight over repetition.

Hence, the correct answer is derive information for themselves through exploration and manipulation of ideas.

Teaching new concepts effectively involves engaging students in ways that promote understanding, critical thinking, and retention. 

Key Points

• Presenting examples helps students recognize the defining features of a concept.
• Including non-examples is equally important, as it clarifies what the concept is not, strengthening conceptual boundaries.
• Encouraging students to think about relationships among different concepts builds deeper understanding by connecting prior knowledge to new learning.
• All three examples, non-examples, and relational thinking promote meaningful learning and concept clarity.
• Rote memorization of definitions, however, may support recall but does little for conceptual understanding.

Hence, the correct answer is (i), (ii), (iii).

There are several related terms used in the context of integrated learning and teaching like ‘integrated curriculum’, ‘interdisciplinary teaching’, ‘multidisciplinary teaching’, ‘thematic teaching’, and ‘synergistic teaching’. Process and types of integration:

• Integration within subject areas: Integration within one subject area or Intra-disciplinary Integration is a process of integration where the knowledge and skills of same subject are connected together during the teaching learning process. In other words, it is a process of combining different concepts of several topics within the same subject during the process of classroom transaction. For example: - In language teaching, we can combine reading, writing and oral communication skills through story telling.
• Integration between subject areas: 
  • ​Multidisciplinary Integration: In multidisciplinary integration the subject area outcomes remain distinct, but due to some meaningful linkages they are connected together during the process of transaction. For example, Water can be studied in History (Water Disputes), Geography (Resource), Science (Element) etc.
  • Interdisciplinary Integration: Interdisciplinary integration is a process of integrating the interdependent or common knowledge and skills from more than one subject areas during transaction process. For example, concepts of mathematics and science are acquired by integrating to singing, sculpting, and painting and dancing.
• Integration beyond subject areas: Integration beyond Subject Areas or Trans-disciplinary integration is a process where the students’ day to day experiences are connected to the different subject areas to acquire knowledge and skills. In other words interdisciplinary and disciplinary skills in a real life context are focused in Trans-disciplinary integration. For example, Project based learning and teaching. In a project based learning students tackle a local problem and learn the concepts and skills through the process of exploring and solving projects.

A learning curve visualizes changes in pupil overall performance over time. The line graph displays opportunities across the x-axis, and a measure of student performance along the y-axis.

• A good learning curve which is also known as 'experience curve', reveals improvement in pupils' performance as opportunity count (i.e., exercise practice with a given knowledge component) increases.

Key Points

• LEARNING CURVE was first defined by Hermann Ebbinghaus in 1885. 
• By learning curve, learners can relate his/her development through the method visually presented in the graph.
•  There are 3 varieties of the curve of learning i.e. concave curve, convex curve, and concave and convex curve/Combination type curve.

Let's Understand in Brief:

Hence, it could be concluded that longitudinal is not the curve of learning.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skills as a result of practice and experience.

• It is difficult to give a precise definition of learning so every psychologist has different beliefs about the derivation of the word 'learning' and they have defined it in different ways.

Key Points

Some well-known definitions of learning are as follows:

Hence, it could be concluded that the above-mentioned definition of learning is given by J.P. Guilford.

Transfer of learning: It refers to the influence of learning one task on the learning of another. Transfer of learning is considered to be the basis of curriculum development as it provides a foundation for the arrangement of the sequence of skills to be learned. This transfer could either be lateral and vertical, positive and negative, and near transfer and far transfer. 

• Transfer of learning occurs when learning in one context or with one set of materials impacts performance in other contexts or with other related materials'. 
• The vertical transfer is the acquisition of new responses contingent on the learning of prerequisite, subordinate capabilities. This transfer generally occurs when learning events occur in a hierarchy and is based on Gagne's Hierarchy of Learning. This means we cannot learn at a particular level on the hierarchy unless we have the prerequisite knowledge or skills, which serve the bases for the future learning task.

Hence it is clear that A boy who can ride a cycle is going to drive a motorbike. This is an example of a vertical transfer of learning.

Learning is a process of continual adaptation to the environment and assimilation and accommodation of new information and knowledge to fit in with pre-existing knowledge structures. It is a process by which behavior is either modified or changed through reinforcement.

• Learning is a relatively permanent behavior change, and it is the result of reinforced practice.
• Reinforced practice, through the process of ‘stimulus and response’, is the cause of learning which takes place between the reinforced practice and the relatively permanent behavior change. 

Reinforcement: Reinforcement is a major condition required for learning to take place. It is part of the learning process. We can use reinforcement in different ways to produce different effects, i.e., the effect of different types of learning in the students.

• In the process of reinforcement, a learner is presented with a particular stimulus (i.e., reinforce) before and after it elicits desired responses.
• In a given situation, the learner will tend to repeat the responses for which reinforcement is given and to discontinue responses for which it is not.
• We can distinguish reinforcement from other stimuli because it has a particular effect on behavior.

Hence, we can conclude that Reinforcement is a part of the learning process but teaching and instructions are not part of the Teaching process.

There are three different levels of teaching and teaching takes place at three levels progressively- memory level of teaching, understanding level of teaching, and reflective level of teaching. Teachers must keep in mind the developmental stage of the learners so that desired educational objectives can be achieved.

Key Points

There are three levels of teaching effectively:

1. Memory level:

• ​It involves memorizing factual information.
• It is the least thoughtful method since it encourages rote memorization.
• The teacher focuses on the recall, recognition, and retention of learning.
• It is mostly employed by the teachers at the primary classes to teach basic skills such as rules of grammar, arithmetic, spelling, etc.

2. Understanding level: ​This level focuses on comprehension and understanding of the meaning of the topic being studied. It involves breaking down complex topics into a logical sequence of steps.

3. Reflective level: It implies the highest level of thoughtfulness on the part of the learners. It involves the method of the scientific method of understanding a problem. It makes use of the ‘problem-solving approach to find a solution to a difficult problem. This level of teaching is usually employed at the college/university level.

Hence, it becomes clear that the Motivation level is not the level of teaching.

Learning is the process by which behaviour is modified either by the addition of new and different abilities or by the extension and enhancement of those abilities which an individual already possesses. It can be best understood as a word which describes a change in an individual’s range and repertoire of behaviour. 

Important Points

Learning is complex, active, planned or unplanned, conscious or unconscious. It can be incremental, cumulative, or transformational. It can be guided or independent. Learning is also life-long.

Key Points

Some of the important characteristics of learning are as given below: 

• Learning is complex and involves all sorts of things as knowledge, skills, insights, values, attitudes, and habits. 
• Learning may be planned or unplanned.
• Learning can be triggered by any experience, failure, success, and anything in between.
• Learning can be active as well as passive. Learning requires the active participation of students in the classroom. The more they are involved, the greater would be the possibility of their concentration.
• Learning is individual and can also be collectively generated in groups.
• Learning is both a process and an outcome.
• Learning may be incremental, adding cumulatively to what has previously been learned or transformed.
• Learning outcomes can be undesirable as well as desirable.
• Learning has a moral dimension.
• Learning is life-long. 

Thus from the above-mentioned points, it is clear that Learning is a complex and active process. 

Learning is central to all our behavior. It is a comprehensive process that refers to a change in behavior, knowledge, and skill as a result of practice and experience.

• Our attitudes and emotional expressions are also learned behaviors. All our adaptive, as well as unadaptive, cognitive as well as affective behavior, are formed by learning processes.

Important PointsB.F. Skinner was the main proponent of operant conditioning. He studied the learning mechanism involved in voluntary behavior. Since voluntary behaviour occurred when an organism ‘operates on the environment', he termed such voluntary behavior as operant. Thus, the conditioning of operant behavior is known
as operant conditioning. 

• Operant conditioning involves learning from the consequences of our behavior.
• When a behavior leads to a desirable consequence, it becomes more likely that the behavior will be repeated again in the future.
• If the actions lead to a negative outcome, however, then the behavior then becomes less likely to occur.
• It is a powerful method for teaching new behavior patterns both to humans and animals.
• The basics of operant conditioning are reinforcement and punishment.
• In children the most common form of positive reinforcement is social, children are likely to repeat behavior that gives pleasure to those whom they are fond of.

Thus, it is concluded that the Operant conditioning theory is related to learning by consequences.

Hint 

• Classical conditioning: Learning occurs by forming associations between naturally occurring stimuli and previously neutral stimuli.
• Insight learning: It refers to the solution to a problem arrives ‘all of a sudden’ flash of insight when a person is struggling. 
• Cognitive Learning: It is a learning process that results from the effective use and application of the brain.

Man is a social animal because he learns to live according to social norms. The main difference between a man and an animal is that a human being tries to adjust
himself/herself according to her/his culture and surroundings which an animal cannot. He learns all these from a teacher. The first teacher in his/her life is his/her mother and then the family members and lastly, the society. But the formal teaching is possible in an educational institution only. Here comes the role of a teacher and the teaching process. Various teaching-learning materials are used by the teacher to make the teaching-learning process viable.

Education As A Tri-Polar Or Three-Dimensional Process: Modern View: The modern concept of education is said to be ‘three-dimensional. This process involves three things- the teacher, the taught and the social environment. It was propagated by John Dewey.

• It is maintained that all education takes place in the society and social setting.
• The whole environment of the individual becomes the source of education.
• The teacher consciously designs and plans educational experiences in the light of the social environment.
• Education has to cater to the individual as well as the social needs.
• His instincts, urges, impulses and tendencies have to be directed towards the socially desirable channels.
• This is possible when the child participates in the social situations and there is an interaction between him and the environment.
• Thus, the third factor or dimension is ‘social environment’ or social milieu.

Hence, we conclude that the increase of curriculum load is not included in the teaching-learning process.

The 5 E's learning model, developed by 'Rodger Bybee' is an instructional model based on 5 stages which are engaging, exploration, explanation, extend, and evaluation. This constructivist model of learning ensures the active involvement of learners in the teaching-learning process.

• Engagement phase: In this, students are engaged in the classroom through different learning tasks. This learning task may be an activity, showing any surprising event, peculiar examples etc, where students will get an opportunity to relate their previous knowledge with the existing ideas.
• Exploration Phase: In this phase, the students have an opportunity to get directly involved with the phenomena and materials. Involving themselves in these activities they develop a grounding of experiences with the phenomenon.
• Explanation Phase: The third stage is the point at which the learner begins to put the abstract experience and clarify their misconception through discussion in the classroom. You will explain the concept only after students have got the common experiences through collaboration.
• Elaboration Phase: This phase of this learning cycle provides an opportunity for students to apply their knowledge to new situations, which may include raising new questions and hypotheses to explore.
• Evaluation Phase: The fifth ‘E’, is an on-going diagnostic process that allows you to determine, whether the learner has attained an understanding of concepts and knowledge.

Hence, we conclude that Examination phase is not a phase of 5 E’s learning model.

Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as a result of experience. It represents progressive changes in behaviour. It also involves the acquisition of knowledge, habits, and attitude.

Key Points

• Learning outcomes are statements of the knowledge, skills, and abilities individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. 

Characteristics of learning outcome:

• Learning outcomes should be specific and well defined
• Learning outcomes should be realistic
• Learning outcomes should align with the program’s curriculum
• Learning outcomes should be simple and not compound
• Learning outcomes should focus on learning products and not the learning process

From the above, we can conclude that learning outcomes mean change in the behaviour of the student.