CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
We know that most of the knowledge and skills we posses were not inherited. They haven been learned in some ways through our lives. Thus, learning amounts to a process through which our behavioral processes are modified over time. For instance, many of the things we do such as using our right hands to write or eat are learned, yet they seem “natural” (Ogan, 1987). Undoubtedly, each instance of learning involves some form of modifications. Generally speaking, some learned changes may appear to be inappropriate or restrictive as in the case of the acquisition of some of repetitive forms of behaviors and handwriting. (Howe, 1977). According to Howe, individuals differs enormously in their ability to learn.
In fact, differences between individuals in the skills and capacities they possess are often so striking and apparently fundamental in nature that it is easy to forget that most elements of such capacities actually have to be acquired through learning, there being no real short cuts. Although systematic differences between people in a range of learned abilities are easy to demonstrate, the investigation of individuals differences in learning is beset with serious difficulties.
A major problem is that only rarely is it possible to equate differences in the observed in the observed capacities with any simple learning process. A variety of additional factors contribute to measured performances in most learning situations. For instance, motivational influences intentional variables, listening and reading ability, perseverance, fatigue and perhaps most importantly, previous learning may each contribute to determining level of performance on tasks ostensibly designed to assess ability to learn. In very general terms learning could be considered as any change in behavior, that occurs as a result of past experience
There are divers problems related to learning specific operating skills. Shorthand and typewriting in particular have their peculiar problems, which may be divers in nature. Besides a lot of theories are associated with learning in all subject hence, every course is structured or has several concepts that make it different from other courses (Brunner 1960, Scandura 1977). There also the truth that in learning problems arises from many