1. PRESENTATION ON
FACTOR INFLUENCING
LEARNING
BY: MANOJ JANGIR
M. Sc. Nsg 1st year

2. INTRODUCTION
 In the fields of neuropsychology, personal
development and education, learning is one of
the most important mental function of humans,
animals and artificial cognitive system. It
relies on the acquisition of different types of
knowledge supported by perceived
information. It leads to the development of
new capacities, skill, values, understanding
and preferences. Its goal is the increase of
individual and group experience.

3. PERSONAL FACTOR
INFLUENCING LEARNING
• The process of learning is influenced by a
variety of personal factor. A thorough
knowledge of these factors will prove very
helpful for teachers and parents in
understanding and guiding their children’s
learning. Some important personal factors are
following:-

4. SENSATION AND PERCEPTION
• Sensation and perception are the psychological
factors which help in learning. Sensation is at
the core of perception. There are five sense
organ i.e., skin, ears, tongue, eyes and nose.
These sense organ are the gateway of
knowledge and help in perception of various
stimuli in the environment.

5. FATIGUE AND bOREDOm
• It is virtually boredom or lassitude rather than
fatigue which bothers the students. The
difference between the two is that fatigue is
mental and physical tiredness which decrease
in efficiency and competency to work.
Boredom, on other hand is a lack of desire or
an aversion to work.

6. AGE AND mATURATION
• Learning is directly dependent upon age and
maturation. No learning can take place unless
individual is matured enough to learn. Some
children can learn better at earlier age while
other take more time to learn the same content.

7. EmOTIONAL CONDITION
• Describe emotional condition enhance the
quality and speed of learning. Happiness, joy
and satisfaction are always factorable for any
type of learning. Adverse emotional condition,
on the other hand, hinder learning.

8. NEEDS
• A need is the lack of something which, if
provided, would facilitate child’s usual
behavior. The lack of something is
experienced by the child. The child then tries
to perform that activity which culminates in
the satisfaction of the need. Thus, the needs
are associated with goals. The needs in human
being can be physiological such as need for
oxygen, food, water etc.

9. INTERESTS
• Various type of interests of the students
can be exploited to facilitate their learning.
• The interests during early infancy are
mostly limited and short lived.
• As the child grows older his interests
diversify and stabilize.

10. mOTIvATION
• Motivation is the heart of the learning process.
It generates the will in an individual to do
something.
• Two type of motivation are commonly
recognized.
These are following:
 Intrinsic:- This type of motivation arises
when the resolution of the tension of tension is
to be found in mastering the learning task
itself. The material leamed provides its own

11.  Extrinsic:-
Extrinsic motivation occurs when a
student pursues a learning task. But for reasons
which are external.
 If a student engages in construction of model
aero planes because he thinks it will please his
father, who is an ex-pilot, rather than because
of intrinsic motivation.

12. INTELLIGENCE
• Intelligence as expressed by an I.Q score on an
intelligence test is positively related to
learning. Generally, students with higher I.Q
learn rapidly. However higher I.Q in itself is
no guarantee for rapid learning.

13. APTITUDE
• A student, who possesses appropriate aptitude
for a particular subject of study or skill, will
learn better and retain it for a longer time. On
other hand he will require relatively longer
time to study a subject for which he lacks
natural aptitude.

14. ATTITUDE
• The learning process is also influenced
considerably by the attitude of the student. If
he is alert attentive and interested in the
material to be learnt. He is bound to have a
favorable attitude towards it. Such an attitude
will enable him to tackle the learning situation
economically, pleasantly and effectively.

15. ENvIRONmENTAL FACTORS
• Surrounding
• Relationship with teachers, parents and
peers
• Media influence on learning

16. bIbLIOGRAPhy
• http://www.egyankosh.ac.in/bitstream/12345678
9/24987/1/Unit12.pdf
• http://www.eclo.org/pages/uploads/File/Non-
ECLO%20Publications/Sally%20Sambrook
%20Factors%20Influencing%20learning%20in
%20Work.pdf
• http://michaelhanley.ie/elearningcurve/factors-
influencing-learning-design-discovering-
instructional-design-17/2009/06/23/