MCQ
Learning — meaning, concept, process, factors MCQ - Practice Questions with Answers
Solve 10 Learning — meaning, concept, process, factors questions for RAS/RPSC preparation.
Practice questions
Q1Read both statements about learning at the primary stage and decide which is true. Statement one: Learning is a relatively permanent change in behaviour or capacity that arises from experience or practice. Statement two: A reflex such as the eye blink at a sudden flash is itself a complete episode of learning because the body produces a visible behaviour change.
Statement one repeats the textbook definition of learning at the primary stage, so it is true. Statement two is false because a reflex like the eye blink to a sudden flash is an automatic body response and not a relatively permanent change brought by experience or practice. The teacher must keep this distinction so that reflex demonstrations are not counted as learning episodes by themselves.
Q2A Class III teacher tying her shoes today the same way she did at age four shows a change in behaviour, but standard psychology textbooks do not call shoe-tying alone learning every time it happens. Which definition best captures what makes a behaviour change count as learning at the primary stage?
Standard primary-stage textbooks define learning as a relatively permanent change in behaviour or capacity that arises from experience or practice, distinct from maturation, instinct or simple reflex. The shoe-tying habit illustrates the experience-and-practice basis of learning when first acquired and refined. The other options describe maturation, reflex or instinct, none of which qualifies as learning by themselves.
Q3How many classes does the REET Level 1 syllabus refer to as the primary stage when the candidate has to apply the meaning, concept, process and factors of learning to a real classroom?
The REET Level 1 syllabus is built for the primary stage of school education, which covers Classes one to five. The candidate is expected to apply the meaning, concept, process and factors of learning to this five-class window. Level 2 covers Classes six to eight as the upper-primary stage. Keeping the right class window is essential when answering classroom-application questions in the paper.
Q4Match each factor that affects primary classroom learning in List I with its best classroom example in List II. List I — (a) Motivation, (b) Readiness, (c) Prior knowledge, (d) Environment. List II — (1) A clean ventilated room with a print-rich corner so the child can take part without distraction, (2) The child uses the names of village vegetables already known at home to learn new vocabulary, (3) The child shows interest because the teacher links the lesson to a story the child enjoys, (4) The child is physically and emotionally ready after a short rest break before a new task. Which pairing is correct?
Motivation matches with the example where interest is built through linking the lesson to a child-loved story. Readiness matches with the example of physical and emotional preparation after a rest break. Prior knowledge matches with the example of the child using village vegetable names from home to anchor new vocabulary. Environment matches with the example of a clean ventilated print-rich classroom that supports participation.
Q5From the following entries, how many are recognised internal factors that affect a primary-stage learner's classroom learning rather than purely external classroom resources? (i) Motivation of the child, (ii) Readiness of the child, (iii) Prior knowledge of the child, (iv) Number of charts pasted on the wall, (v) Number of fans installed in the room, (vi) Attention of the child during the lesson.
Internal factors of learning at the primary stage refer to states inside the child that shape how she takes in a lesson. Motivation, readiness, prior knowledge and attention are four internal factors well-established in pedagogy. The number of charts and the number of fans are external classroom resource counts that are useful but do not by themselves count as internal factors of the learner. So four entries match the description.
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6Identify the option that most correctly describes how learning differs from maturation in a primary classroom of Classes I to V.
7Read the assertion and the reason carefully, then choose the most accurate option. Assertion: A primary teacher should design lessons that connect new ideas to a learner's prior knowledge from home and community. Reason: Standard educational psychology treats prior knowledge as a recognised factor that supports meaningful learning at the primary stage by helping the child encode, store and later retrieve new content with reduced effort.
8Which of the following statements about the everyday process of learning at the primary stage from Class I to Class V is incorrect?
9Consider the following statements about factors that affect a primary-stage learner's classroom learning: (i) A child's prior knowledge from home and community supports new classroom learning when the teacher links new ideas to it. (ii) Readiness, in physical, mental and emotional terms, decides how well the child can take in a new task at a given moment. (iii) Motivation has no place in primary classroom learning because young children should obey the teacher without any reason. Which combination of statements is correct?
10Arrange the typical stages of the learning process at the primary stage in the order in which they unfold during a single new lesson on counting numbers. (i) Storage of the new idea as a memory the child can return to later, (ii) Attention of the child to the teacher's modelled count and counters on the table, (iii) Encoding of the count pattern by the child through observation and self-talk, (iv) Retrieval of the count when the teacher asks a fresh practice question. Which order is correct?