Learning depends upon maturation. If the individual is matured to learn a particular activity, he will learn effectively. If the individual is no mature, learning will not be effective.
If the learner is ready to learn a particular activity he wills learns better and quickly.
The greater the capacity for learning a person has, the better will be the learning.
Attention and Interest
If the learner is motivated to learn a particular task he will take more interest in the task with full attention and hence will learn that task better.
A learner who has good memory will learn quickly and effectively.
A child who is mentally healthy i.e., free from frustrations, conflicts, anxieties and worries will learn better.
Motives like reward, completion, level of aspiration, success and punishment etc., are powerful incentives to the learner for better learning.
Fatigue causes boredom and indolence and hence has negative effect on learning.
Food and Drugs
Food also affects learning. Poor diet, alcoholic drugs, tobacco and addictive items adversely affect learning.
Perception and Sensation
Perception and sensation are the basis of all cognitive learning. The stronger the power of perception, the greater the amount of learning
‘Practice makes a man perfect’ is a well known proverb. Learning is more efficient when practice is distributed at intervals over a period of time when it is considered in one period as in cramming (Ebbinghaus 1885; Leuba and Hyde 1893).
Will to learn is an important factor of learning, and it arouses, sustains and regulates the pattern of activity, and leads to better attention, better motivation and hence better learning.
Guided learning is always better than unguided learning, Guidance saves times and energy of the learner, eliminates wastage and stagnation. But too much guidance should be avoided so that student many not learn the habit of remaining dependent upon teachers.
Occasional and periodical testing motivates the pupils to be regular in their studies if the pupils are regular in studies they can learn better. Moreover through tests the learner knows his exact achievement, his accomplishment and there is little scope for under-estimation.
Time of Learning
Experiments have shown that there are significant variations in learning efficiency during different hours of the day. It has been established that morning and evening hours are the best hours for study. During the day there is decline in the mental capacity due to noise.
Knowledge of Result
Knowledge of result particularly the specific knowledge of progress of the learner improves his performance, motivates him for greater learning and serves as an incentive towards increased effort
Pleasantness of Task
Generally pleasant tasks are learnt quickly than the unpleasant tasks.
Slow learning is seldom efficient. Learning vigorously is a great asset and it pays much. The students should be taught to work whole heartedly. They must put their heart and soul while learning something.