Research Findings On

The Influences Of
Developmental And
Socio-cultural
Dimensions Of Learning
CHAPTER 6
 What is RESEARCH?

Systematic and an orderly way of

studying and looking for new information
meant to add and build up existing
information.
 Parent Involvement
Schneider and Coleman
- 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 with lower education.
Cotton and Wikelund
- The more parental engagement and
involvement there is, the higher is the children
achievement and performance in school.
Vinograd- Bausell
- Wanted to determine the effects of home-
teaching on achievement.
 Parenting Style And Child
Rearing
Parenting services :

a. Knowing enough about the child.

b. Providing a positive emotional

climate.

c. Modeling motivated achievement

behaviour.
 Diana Baumrind
she identified 3 parenting styles and the
outcomes of each styles.

1. Authoritative parents- children are high

achievers and competent social skills but less
independent and unhappy.

2. Indulgent parents- children encounter more

problems in relationship and interactions.

3. Neglectful parents- children are impulsive

and can not regulate their emotions.
 Peer Influence
Effects of Peer Influence to student’s motivation in learning:

 Students who are accepted by their peers and good at social

skills often do better in school and have positive academic
achievement.

 Students who are rejected are prone to low grades and

dropping out of school.

 Students with disruptive peers have lower likelihood of

graduating from high-school.

 Students with academically oriented peers are linked to

higher achievements.
 Kirk Johnson’s Data Analysis on
Peer influences and other factors
 The peer effect is particularly strong among fourth graders.

 The peer effect is independent of other variables like

ethnicity, gender, income, and other background variables.

 Family background factors such as household environment

and parental education play a big role in explaining
achievement and this was true both in 4th and 8th graders.
 Teachers
 Teachers are significant person to students.

 Teachers carry a big amount of influence in the learners.

 Students motivation is optimized when teachers provide

them emotional and intellectual support.
MUNTNER (2008) identified 10 important factors that should be

considered in classrooms to improve and increase student-

teacher interaction. The 10 factors have been classified into 3,

namely; Emotional support, Classroom organization and

Instructional support.
Answer the following
• From the review of research findings, what
factors with socio-cultural characters are linked
to student learning and achievement?

• Of what importance are research findings to

teachers and practitioners?
SIGNIFICANCE OF
DEVELOPMENTAL AND
SOCIOCULTURAL
DIMENSIONS OF LEARNING
IN SELECTING STRATEGIES
AND METHODOLOGIES
CHAPTER 7
INTENDED LEARNING OUTCOME (ILO)

Determine the significance of

developmental and sociocultural
dimensions of learning in selecting
strategies and methodologies.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories
Ormrod (2015) listed down some educational
implications of Vygotsky’s Theory and other
contextual perspective:

a. Learners can think more effectively when they

acquire the basic cognitive tools of various
activities and academic disciplines.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

b. Children learn and remember more when they

talk about their experiences.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

c. Children should have opportunities to engage in

activities that closely resemble those that they will
later encounter in the adult world.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

d. Children often acquire better strategies when

they collaborate on work with adults on complete
tasks.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

e. Challenging tasks, especially when sufficiently

scaffolded tend to hasten cognitive development.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

f. Technology-based software and application can

effectively scaffold many challenging task
occasionally offer good alternatives to real-worl
activities and problems.
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

g. Children’s abilities should be assessed under a

variety of work conditions
Learning Point: Educational Implications
of Sociocultural and other Contextual
Theories

h. Group learning activities can help children

internalize cognitive strategies.
Peer Interactive Instructional Strategies

Students who work together can construct their own meaning in

a subject matter.

a. They can clarify and recognize their ideas and justify their
ideas
Peer Interactive
b. They tend to elaborate on what they learned
Peer Interactive
c. They are exposed to other’s views, widening their knowledge
and perception
Peer Interactive
e. They can gain more complex and sophisticated thinking and
do self-correction
Important features of peer-interactive
strategies lie on developing skills,
convergent and divergent thinking skills,
organized skills and of argumentation
skills
Class Discussion
a. Class discussion should focus on the topics that tend
themselves to multiple perspective, explanations and
approaches
Class Discussion
b. Make sure that students have prior knowledge about the
topic for discussion.
Class Discussion
c. See to it that classroom has an atmosphere conducive to open
debate and constructive evaluation of ideas
Class Discussion
d. Class discussion should be structured in some way
Class Discussion
e. At the end of discussion, some closure should be provided
Reciprocal teaching
• The teacher and students taking turns to lead the discussion
and asking questions
Cooperative learning
• Students work together in small groups to achieve a common
goal
Features of Cooperative
Learning (Ormrod,2015 and
Woolfolk,2013)
a. Students work in small teacher-assigned groups
Features of Cooperative
Learning
b. Groups have one or more common goal
Features of Cooperative
Learning
c. Students have clear guidance on how to behave
Feature of Cooperative
Learning
d. Group members must depend on one another for their
success
Feature of Cooperative
Learning
e. A structure is provided to encourage productive learning
behaviors
Feature of Cooperative
Learning
f. The teacher serves primarily as resource person and monitor
Feature of Cooperative
Learning
g. Students are accountable for their achievement
Feature of Cooperative
Learning
h. Students are rewarded for group activities
Feature of Cooperative
Learning
i. At the completion of activity, each group evaluates its
effectiveness
Peer Tutoring
Students who have mastered the topic and know it by heart
teaches those who haven’t
Guidelines to teachers for peer
teaching to be effective:
a. Teachers should make sure that the tutors have mastered the
materials being taught and use sound instructional techniques
Guidelines to teachers for peer
teaching to be effective:
b. Structured interaction can improve the effectiveness of peer-
teaching
Guidelines to teachers for peer
teaching to be effective:
c. Teachers can use peer-tutoring for kids with special needs.
Guidelines to teachers for peer
teaching to be effective:
d. Tutoring does not have to be limited the same-age peers
Communities of Learners
Teacher and students have shared goals, respect, and support of
one’s effort and that each one makes an important cantribution
to classroom learning (Hom and Battistich 1995, in Ormrod,
2015)
Characteristics of a classroom
that is a community of
learners:
a. All students are active participants in classroom activities
Characteristics of a classroom
that is a community of
learners:
b. The primary goal is to acquire a body of knowledge on a
specific topic.
Characteristics of a classroom
that is a community of
learners:
c. Students draw from many resources
Characteristics of a classroom
that is a community of
learners:
d. Discussion and collaboration among students occur regularly
Characteristics of a classroom
that is a community of
learners:
e. Variations in students’ interests and rates of learning are
respected
Characteristics of a classroom
that is a community of
learners:
f. Everyone is a potential resource for others
Characteristics of a classroom
that is a community of
learners:
g. Teacher provides some guidance and directions for classroom
activities; students may also contribute
Characteristics of a classroom
that is a community of
learners:
h. Mechanisms for sharing what was learned are in place
Characteristics of a classroom
that is a community of
learners:
i. Constructive questioning and critiquing are commonplace
Characteristics of a classroom
that is a community of
learners:
j. The process of learning is emphasized, sometimes more than
the product
Assignment:
Observe the teaching process in your
school. Write a 200 words essay about the
educational implications applied in the
school.
Thank you and God bless!