Conclusion

Definition of the factor

A factor is one of the things that influence whether an event happens or the way that it happens. It is a variable

that accounts for the success of the teaching and learning processes. That is, the success of such processes is dependent on some factors related to the teacher, the learner and the school environment.

Vygotsky (1978) that at any moment there are some skills/knowledge that are attainable, and there are some

skills/knowledge cannot be accessed by the learner because he is not at a stage of preparedness to understand/absorb/implement these new skills or knowledge. The set of skills that are currently attainable according to Vygotsky can be described as the 'Zone of Proximal Development' (ZPD). This means that one of the key aspects of effective teaching is to ensure that the learner is presented with tasks within his/her ZPD.

It is important to take into account the actual conditions that can enhance teaching and learning, including the

objective, subjective and environmental factors.

Objective factors

Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

Motivation is so necessary for learning that strategies should be planned to organize a continuous and

interactive motivational dynamic for maximum effectiveness.

Conclusion

Motivation is defined as the process of instigating and sustaining goal-directed behavior and it is the driving

force behind behavior that leads us to pursue some things and avoid others.

Two main categories of motivation are identified: extrinsic and intrinsic motivation. Intrinsic motivation is seen

when learners willingly engage in an activity purely for the personal satisfaction it brings. Extrinsic motivation, on the other hand, is seen when an individual tries hard to learn in order to gain some reward or to avoid negative consequences of not learning. Both forms of motivation are extremely important.

There are some general principles for maximizing student's motivation in the classroom. Motivation is likely

to be highest when:

Learners do not experience frequent failure and harsh criticism, and are given the opportunity to have

some control over what they do in class.

The curriculum material is interesting and relevant; topics are sufficiently challenging, but not

overwhelming.

Teachers use collaborative group work frequently, and they encourage open discussion about learning,

learning strategies, effort, and ability.

Conclusion

Subjective factors

The subjective factors are related to learner's individual differences which may account for differences in

their learning rate and level of attainment.

These factors include age, aptitude, learning strategies, and learning styles.

Aptitude refers to the student's natural ability to learn.

Learning strategies are the specific thoughts and actions students take for successful learning and for

managing and organizing their learning.

Environment factors

Environmental factors can account for differences in the development of learning skills.

Student attitude, as well as achievement, can be enhanced by paying careful attention to factors within the

classroom environment.

Some established theoretical models showing the importance of environmental factors in learning have

advocated a systematic approach to assessing and developing the learning environment.

The learning environment needs to be considered and the implication is that an assessment of the student's

needs must be comprehensive and include all aspects that can influence the educational outcomes.

Conclusion

Understanding the importance of the environment and of the teacher's role in helping the learner utilize the

environment can minimize the effects of a learning difficulty and enhance performance and self-esteem.

It is also important to give careful consideration to classroom environment factors such as furniture, design,

light, sound, colour, space and the general ambience of the class or school.

Factors influencing the teaching and learning processes according to Imam Al-Ghazzali, Ibn Jama'h and Azzarnuji

The Islamic perspective of the factors influencing the teaching and learning processes can be clearly noted in

the views of Imam Al-Ghazzali, Ibn Jama'h and Azzarnuji. Al-Ghazali's works explains that the heart is also a mirror that reflects all people's knowledge.

Al-Ghazzali believed that the heart might be devoid of knowledge and make the intellect unable to reflect an

accurate image due to various obstacles, including the natural immaturity of one's intellect (e.g., the hearts of young children), the invisibility of the reflection due to the residue of sins attributable to greed, passion, and immoral desires accumulated on its surface (in the intellect) after doing bad deeds, worldly distractions may impede one's ability to see the reflection (turn one away from God), and ignorance of the direction to be followed in order to get to the truth.

In his approach to the techniques of learning and teaching, Ibn Jama'h paid more attention to the religious and

psychological dimensions of the students and teachers.

Conclusion

According to Ibn Jama'h , methodology should give a chance for the progress of the intellectual power of the

student. Ibn Jama'h introduced his methodology by indicating the values of learning and teaching activities, especially from a religious perspective.

Ibn Jama'h particularly emphasized that proper motives were needed for success in the learning and teaching

process.

Burhan ad-Din/al-Islam Azzarnuji emphasized importance of the good learning environment relying on the

Prophet's words about the parent's role in shaping a child's character and developing his qualities.

Azzarnuji was also aware that learning cannot be acquired only by mechanical aids, or by rules and

regulations that do not reflect the drive, aspirations and feelings of the student himself.

Azzarnuji stressed the importance of "educational values", and explained that the teaching methods differ

according to the subject, teacher and the place of teaching, the motivation of the student, and his readiness to absorb new material.