Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY- Main Campus
CPG, North Avenue, Tagbilaran City, Bohol
VISION: A premier Science and Technology university for the formation of a world-class and virtuous human resource for sustainable
development in Bohol and the country.
MISSION: Committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields;
undertake research and development, and extension services for the sustainable development for Bohol and the country.
Journal No. 2
From the topic, “Learner-Centered Psychological Principles”, I learned that, each
person has unique endowments, powers, responsibilities, talents, interests, and
capabilities based on innate, inherited, and acquired characteristics. It focuses on
psychological factors that are primarily internal to and under the control of the learner
rather than conditioned habits or physiological factors.
Learner Centered Psychological Principle was discussed by Mr. Poquita and Mr.
Magallanes. Mr. Poquita introduced the four factors of LCP which are: cognitive and
metacognitive factor; motivational and affective factor; developmental and social factor;
and individual differences factors. Each of the different factors has its corresponding
different principles.
The first factor is the Cognitive and Metacognitive Factors. Under this lies six (6)
principles. The first principle is the nature of the learning process, which states that “The
learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.” This means that, in order to
understand and learn the difficult subject matters, we must construct meaning from
information and experiences that we have. For an instance, in reading a book, there
might be instances where we will encounter unfamiliar words, one of the options we can
do is to translate the word or phrase into our vernacular language so that we can
understand the meaning that it fore tells out from the story. From this principle, the
second one is the goals of the learning process, wherein, in this principle, from
constructing meanings, through time with the support and guidance, a successful learner
can create meaningful, coherent representations of knowledge. The third principle,
construction of knowledge, deals with the prior knowledge that can be linked to the new
information. Moreover, the fourth principle, strategic thinking, delineates the importance
of using a bank, referred to as the “repertoire” of thinking to achieve complex learning
goals. The fifth principle, thinking about thinking, primarily talks about metacognition
which states that, “Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.” The last principle in this factor is the context of
learning. This discusses the factor which could influence our learning. In which, “Learning
is influenced by environmental factors, including culture, technology, instructional
practices.”
The second factor is the Motivational and Affective Factors. In here lies three
principles. The first principle is all about the motivational and emotional influences on
learning. It is emphasized in this principle that, “What and how much is learned is
influenced by the motivation…” Moreover, our motivation in learning is influenced by our
emotion which covers our emotional status, interests and goals, and habits of thinking.
Second, the intrinsic motivation to learn. In this principle, it is cited that, “The leaner’s
creativity, HOT, and natural curiosity all contribute to motivation to learn…” Lastly, the
effects of motivation on effort. Wherein, the importance of learner’s motivation to learn is
highlighted. This principle tells how unlikely without coercion would the willingness to
exert effort without motivation.
The third factor is the Developmental and Social Factors. The tenth principle and
the first in this factor states that, “As individuals develop, there are different opportunities
and constraints for learning…” As human as we are, we will encounter different
opportunities and restrictions. These two must be in there for us to be developed. We
can’t be developed without the other one. The second principle in this factor is all about
social influences on learning. This pertains to emphasize to importance of the society,
specifically the people living in it. By means of interacting with other people, having
interpersonal relations, we can develop our way of learning.
Lastly, the fourth factor is the Individual Differences. Under this factor is the three
remaining principles. The first one is all about individual differences in learning. As we are
born, we possess uniqueness within. Thus allowing us to have different strategies,
approaches, and capabilities in learning. The second one is the learning and diversity. It
emphasizes how one’s diversity can be a tool for effective learning if taken into account.
Part of being born unique is this so called diversity in the different aspects. If these
diversities are acknowledge, one learns effectively. The 14 th and the last principle is the
standard and assessment. It deals with the integral parts of the learning process, part of
these is the assessment – to tests one’s learnings.
These principles were better understood because Dr. Macabenta, assessed us
through a role play to test how far we understand this topic. The combination and
interaction of these principles determine individual differences. We cannot change the
innate and inherited qualities since they are given to us at birth, but the degree to which
we are trained educated will determine how we will develop and realize our innate and
inherited potentials.
Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY- Main Campus
CPG, North Avenue, Tagbilaran City, Bohol
VISION: A premier Science and Technology university for the formation of a world-class and virtuous human resource for sustainable
development in Bohol and the country.
MISSION: Committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields;
undertake research and development, and extension services for the sustainable development for Bohol and the country.
Journal No. 3
From the topic, “Child Development”, I learned that, there are a lot of theories that
pertains to know the different attributes of an individual. Theories that explains the holistic
aspect of a person. Theories that studies humanity from the very moment a single person
is made up until it dies.
Some theories being discussed are, Sigmund Freud’s Psychoanalytic Theory, he
identified five stages of growth occurring from infancy to adulthood: 1) oral (0-1.5 years of
age); 2) anal (1.5-3 years of age); 3) phallic (3-5 years of age); 4) latency (5-12 years
old); and 5) genital (12-adulthood). The experiences and information from these stages is
sorted by three level of the human mind: a) conscious (associated with the super ego) –
defined as the awareness of one’s own mental process; b) Unconscious (associated with
ego) – contains all the feelings, urges or instinct that are beyond our awareness but it
affects out expression, feeling and action; and c) Preconscious (associated with id) –
facts that are stored in the brain, which are not conscious but are available for possible
use in the future. Imbedded in the Freudian theory is his own terminology with its
dependence on human sexuality as the genesis of our behavior. As indicated in his five
stages of development each stage is associated with a healthy management of the
impulses, needs, and desires of each stage. Failure to do this may result in personality
flaws and mental disorders.
Another is Urie Bronfebrenner’s Ecological Systems Theory, provides one
approach to answering the question – “How is a child’s development affected by their
social relationships and the world around them?” Bronfenbrenner believed that a person’s
development was affected by everything in their surrounding environment. He divided the
person’s environment into five different levels: the microsystem, the mesosystem, the
exosystem, the macrosystem, and the chronosystem.
Next was Vygotsky’s Sociocultural Theory, it describes learning as a social
process and the origination of human intelligence in society or culture. The major theme
of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in
the development of cognition. He believed that everything is learned in two levels. First,
through interaction with others, and then integrated into the individual’s mental structure.
The second aspect of his theory is the idea that the potential for cognitive development is
limited to a “zone of proximal development” (ZPD). This “zone” is the area of exploration
for which the student is cognitively prepared, but requires help and social interaction to
fully develop. A teacher or more experienced peer is able to provide the learner with
“scaffolding” to support the student’s evolving understanding of knowledge domains or
development of complex skills. Collaborative learning, discourse, modelling, and
scaffolding are strategies for supporting the intellectual knowledge and skills of learners
and facilitating intentional learning.
Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY- Main Campus
CPG, North Avenue, Tagbilaran City, Bohol
VISION: A premier Science and Technology university for the formation of a world-class and virtuous human resource for sustainable
development in Bohol and the country.
MISSION: Committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields;
undertake research and development, and extension services for the sustainable development for Bohol and the country.
Journal No. 4
From the topic, “Individual Differences”, I learned that, Individual Differences is
an “account for our distinguishing characteristics that make us unique.” To delineate it
further, this highlights the uniqueness that a person has. Every human being is said to be
“unique” – containing different capabilities, abilities, skills, talents, behaviors, personality,
characteristics and so many more. Most of us are born in the same process, yet we differ
from the uniqueness that we possess. There might be situations that we possess
behaviors that are perverse but these make us who we are.
Furthermore, Dr. Macabenta, specified the types of individual differences –
individual differences in abilities and the individual differences in cognitive styles.
Specifically, she discussed the definition of the first type – individual differences in
abilities- where she said that “it refers to our capacity to carry out cognitive functions”.
Moreover, Dr. Macabenta also tackled the various differences in abilities. The discussed
differences in abilities are: a) verbal comprehension; b) sensitivity to problems; c)
syllogistic reasoning; d) number facility; e) induction; f) general reasoning; g) associative
memory; h) span memory; i) expressional fluency; j) spontaneous flexibility; k) perceptual
speed; l) visualization; m) spatial orientation; and n) length estimation.
These abilities also have different functions. For us to be familiar and be able to instill
these abilities in our minds, Dr. Macabenta had an oral questioning with this matter. She
also sighted different instances where these abilities are applicable.
After that, she then moved on to the second type of individual differences –
individual differences in cognitive styles. She explained well the second type by breaking
it into its categories with the corresponding descriptions. First cognitive category is the
Cognitive Tempo, under this are the reflective and impulsive. These are defined as
thinking several times before making a decision and giving decisions quickly, thus leads
to committing errors due to hasty decision, respectively. Second is the field
independence and field dependence. Field independence is when the students are
analytical. Thus they want to accomplish the task alone. On the other hand, the field
dependence is when students are global. Thus, they accomplish the tasks in groups.
Both of the two cognitive categories were clearly explained by asking us in every
category about where do we belong or which one do we prefer. In the first category, are
you in the reflective or impulsive? Most of my classmates who were asked by Dr.
Macabenta, chose impulsive. In my case, I was asked about, when do I usually become
the reflective one? I answered, “When I am deciding and making projects ma’am.”