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Batonlapoc, Botolan, Zambales: Polytechnic College of Botolan
Batonlapoc, Botolan, Zambales: Polytechnic College of Botolan
In the previous module, you were able to describe the learner as an embodied spirit and the
implications of their nature to the teaching-learning process. Only when the learner is nourished
materially and spiritually can he or she be complete for that is his/her very nature.
A. Cognitive Faculties
His or her cognitive faculties include his/her five senses, instinct, imagination, memory
and intellect. By his or her senses, the learner is able to see, hear, feel, taste and smell
whatever is to be learned.
By his power of memory, he is able to retain, recall and recognize past mental acts.
By his or her intellect, she or he can form concepts or ideas, makes judgment, and
reason out.
B. Appetitive Faculties
His or her appetitive faculties are her/his feelings and emotions and national will. By
his or her feelings and emotions, he/she experiences the pleasantness or unpleasantness,
the satisfactoriness and unsatisfactoriness, the pain and the joy of an object or an activity.
His or her will serves as guiding force and the main integrating forces in the learner’s
character. By his or her will, the learner wills what his or her intellect presents as good and
desirable.
All learners are equipped with the cognitive and appetitive faculties. They differ
however in the degree to which they are utilized and expressed on account of the learners’
abilities, aptitudes, interests, values and attitudes and home background.
1. Ability – The students’ native ability dictates the prospects of success in any purposeful
activity. It determines their capacity to understand and assimilate information for their
own use and application. As learners, they differ in the way they observe and interpret
happenings in their surroundings. Some are more perceptive and discerning while
others are less inquisitive.
2. Aptitude – refers to the students’ innate talent or gift. It indicates a natural capacity
to learn certain skills. Some may exhibit special inclination for the arts such as painting
and designing crafts, propensity for music and flair for dramatics. Talent for
mathematics or literature is likewise noticed among a few.
3. Interests – Learners vary in activities that are undertaken due to a strong appeal or
attraction. A physically robust student would go for athletics, while an artistic and
stylist student would pursue hobbies that are fascinating. Girls are strongly attracted
to flowering plants and greeneries and their preoccupations revolve around them.
Boys go for hiking and mountain climbing.
4. Family and Cultural Background – Students who come from different socio-economic
background manifest a wide range of behavior due to differences in upbringing
practices. Some families allow their members to express their preferences regarding
self- discipline while others are left to passively follow some regulations. Their
participation in classroom activities are influenced by their home training and
experiences, either they become attuned and confident in their ways or inactive and
apathetic.
5. Attitudes – Students have a unique way of thinking and reacting. Confronted with the
same situation in the learning environment, each one would react differently
depending on their personal characteristics. Attitude refers to an individual’s
perspective and disposition.
These elements make learners different from one another. The differences among learners
become more accentuated with the integration of children with special needs and children from
the indigenous peoples’ group in the classroom.
II. EVALUATION: