Why learning history is important

School is in progress now. In fact, how a student learns is a form of learning. Researchers have found that there is a relation between social learning and academic learning. Social learning is used to demonstrate how habits, behaviors, or attitudes are created when there is a conscious goal of producing a constructive approach to behavior. Personal abilities, perspectives, and academic and personal goals are similarly influenced by social learning. This relationship is usually observed in children, adolescents, and adults.

Social learning is thus helpful because it helps students understand how they can behave in different situations.

Of course, social learning also serves as a mechanism in which humans learn from experience and information.

Recently, social learning is being studied in various areas. First, in 1972, researchers Juichi (Lindhofer, Chicago, IL), and Christine (Hordle, Los Angeles, CA) discovered that certain behaviors are innate in animals.

Rocca and Wagstaffi (Oxford, UK) discovered that individuals learn the language in particular styles. In other words, people acquire skills easily; others cannot. Of course, training these skills as well as generalizing new ones for an individual student are successfully done by counseling through interaction, especially with former classmates, peers, and family members.

Depending on the types of training and environment provided for students, a diverse group of skills like communication, listening, and behavior improvement can be learned. A 2013 report found that 43% of adult college students showed diminished participation in socialization that includes the comparison of learning preferences with those they had in their peer group at the start of the study. (Cooper, Nanci, Davis, Tommiller, Guyton, and Berger, 2013) According to Pritzker (2010), social learning is just one of many tools for encouraging successful academic life among young adults. Many studies also suggest that social learning is a universal guiding principle in raising quality children. (Daketz, Reid, Lubin, McEvoy, Wilson, Grullin, & Sherer, 2004)

Another interesting social learning concept is “social interaction theory”. A study by Vreeland, Powell, Stone, & Terry (Institute for Educational Leadership, 2008) provides important insights into the way students make sense of their learning skills. Teachers often begin a class by talking with students about how to learn better in class and the level of engagement that most students achieve. To better assess social interaction theory theories, researchers looked at areas of the classroom. (Daketz et al, 2004) Perhaps the best eye-opener for teachers was to begin examining how students contribute to their learning through more than mere attendance. (Daketz et al, 2004) After about 20 students were enrolled, 52 students were scheduled to share their learning experiences. Students participated in two basic classes; a class in a live reading and an inquiry-based class in learning.

Results revealed that students maintained a high level of interest and engaged their teacher by making detailed feedback that reflected their knowledge and skill. However, students quickly took their interest and involvement elsewhere when questioned about their learning skills. (Daketz et al, 2004) Thus, after reading another assignment, students would bring family members along and led many discussions through a safe and caring learning environment. (Daketz et al, 2004)

In fact, between 40 and 90 percent of students took part in this kind of interaction. (Daketz et al, 2004) In general, teachers saw students who mastered the combination of social interaction and academic learning had significantly higher grade point averages (Pgs. ) with improved performance in their grades. A study by the University of Washington Education System demonstrated this basic connection between social interaction and academic success.

Researchers identified social learning, which the researchers considered to be a method of cognitive design, as important to understanding collaborative learning. (Daketz et al, 2004) Within the classroom, teachers found that the gap between students of the same grade resulted from students making insufficient connections between classwork and social interaction. (Daketz et al, 2004) To help close that gap, researchers required all students to participate in group learning; no matter what grade or skill level students were learning.

Students from higher socioeconomic status, males, students with less academic attention, and students with problems with coping with competition and the absence of the popular feeling of class solidarity were more likely to participate in social interactions. (Daketz et al, 2004)

Teachers found that attendance became significantly greater in this social interaction class. (Daketz et al, 2004) But it is too soon to determine any correlation or causality between social interaction and the academic improvement of students. However, it seems obvious that social interaction can be used as a powerful motivational and intervention tool for any school program.

It is still a win-win situation for teachers, students, and educators. (Daketz et al, 2004)