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Learning is the process of exercising memory and using past experiences to solve problems or to come up with new ideas. The best way to learn is by doing practically what you are learning. Best teaching techniques should entail sound, sight, and touch. Learning is the ability to associate the resultant output to the various inputs in problem-solving. Reading or listening to something repeatedly helps it sink into your mind. The many times that information is repeatedly read or listened to, the better it is understood thus parents can help their children improve their skills by encouraging them to do something they like repeatedly. Learning depends much on two aspects; exposure and retention. Exposure is the encounter with the new idea or information and retention is the ability to transfer the information acquired into long-term memory.
“In the 21st century identifying the illiterate individuals will not be based on the ability to read or write but instead will be determined by the inability to learn, unlearn, and re-learn. Retention of information is very important in enhancing the ability to learn new things, unlearn them, and relearn thus enabling memorization for future usage (Taylor, 2000). With the retention, our schema becomes richer and complex and thus helps us learn faster and understand in the sense that the new information we get is easily linked to the ones we already have. Champions in various fields master their skills by repeatedly going through the basic motions until they reach excellence. Learning is mainly of benefit when the newly acquired information is linked to what is already familiar in that the learner should be able to tie what he/she learns and relearn to what is already known. Memorization is a very critical part of learning and to benefit from it, it has to be done quite often thus it requires repetition (Balmert, 2010).
According to Marton & Trgwell (2000), repetition assists in the transfer of information acquired from the working memory to long-term memory. Once information gets into our long-term memory, it makes whatever we try to remember come automatically. Cognitive scientists refer to this process as “automaticity”. Automaticity helps achieve a deeper understanding of issues, ease problem solving, enhance critical thinking, and create a higher level of knowledge. Automaticity of the acquired skills enhances fixation and for the skills to last for a long period of time it requires ultimate fixation in the long-term memory. A case in point is the motor coordination that normally occurs unconsciously. Memory that comes without the participation of consciousness is the memory of implicit learning and the one that comes with the participation of consciousness is referred to as a memory of explicit learning.
Repetition of various actions normally helps the person carrying out that particular duty appreciate it more. It subsequently helps create a positive effect on your actions. Problem-solving by the use of repetition subsequently results in the development of more creative ways thus increasing the efficiency of the solution. By solving the problem through repetition, the intermediate result memorized becomes part of the acquired skills. Skills acquisition through repetition helps in future problem solving without the involvement of a higher level of consciousness. Acquisition of skills through prolonged practice such as playing piano, standing in an erect position, and other practical skills normally results in the fixation of such skills in the memory (Seibel & Guyer, 2008).
Repetition enhances learning in the sense that effective techniques used in training feature aspects that need repetition. These techniques include but are not limited to demonstrations, laboratory experiments, reading, simulations, class discussions, field trips, and written materials. Demonstrations help the students know how the technique works. Field trips let the students feel the real-life application of the acquired knowledge. The experiments assist the students to have a hands-on experience and seeing the resultant output (Taylor, 2000). In conclusion, as much as it is said “repetition is the mother of learning” (Davis, 2006) is of the opinion that if it is not well practiced it can be a major source of boredom to the students. To prevent repetition from being monotonous and not achieving the expected results, teachers ought to vary the form in which repetition is done.
References
Balmert, P. (2010). Alive and Well at the End of the Day: The Supervisor’s Guide to managing safety in operations. New Jersey: John Wiley and Sons Inc.
Davis, A. (2006).The best teachers’ test preparation for Praxis PLT Test, grades K-6. New Jersey: Research and Education Association.
Marton,F & Trigwell, K. (2000). Variatio Est Mater Studiorum. Higher Education Research & Development, Volume 19, Issue 3, pages 381 – 395.
Seibel, H. & Guyer,K. (2008). Barron’s how to prepare for the MCAT: medical college admission test.. New York: Barron’s Educational Series, Inc.
Taylor, C. (2000). Cooperative learning in an African context. International Journal of Educational Research Volume 23, Issue 3, Pages 239-253.
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