Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

C O L L E G E OF C O M M U N I C A T I O N
DEPARTMENT OF JOURNALISM

The Effectiveness of Learning Theories specifically the

Gestalt and Psychoanalytic Theory to PUP Manila
Students"

CLARISSA M. BOTECARIO
PAULINE JOY M. GUTIERREZ
Bachelor of Arts in Journalism Students
Polytechnic University of the Philippines, College of Communication
Philippines

HERO L TOLOSA
Adviser, General Statistics
Polytechnic University of the Philippines, College of Science
Philippines

Abstract:
Research on educational effectiveness is a field of research that aims to look for connections
associated with the facilitation of learning and how it affects a student's academic performance. As of
today, study references in the like of this one continue to probe the curious minds of specialists and the
scholarly community. Many of us wonder why some learning theories emphasize teaching, while
others stress the importance of school factors like culture, organization and leadership as conditions
for effectiveness on the learning level. In this study, we sought to investigate the factors that affect the
performance of the students, SY 2014-2015 in the Polytechnic University of the Philippines in relation
with the Gestalt and Psychoanalytic theory of learning. The researchers will determine how effective
the principles of Gestalt and Psychoanalytic are in promoting learning efficiency and study habits

1. Introduction
Over the years, the Polytechnic University of the Philippines has been the stepping
stone of economically challenged students towards quality education, and if fate allowed it,
the promise of a better life. In the same timeline, several framework theories have been
designed in the area of learning effectiveness. These frameworks gave emphasis on the
individual student factors, the importance of the learning level, teachers and conditions in
the wider context of learning. However, this may not be true when it comes to Gestalt
theory. In Gestalt theory, psychologists emphasizes on the relationship between two
denominating factors. It also gives a hypothetical assumption that learning development
depends more on the individual and less on the environment in which he is subjected to.
Also, because we have different experiences that set us apart from other individuals, we
also have a unique way in perceiving ideas and interpreting information. What may be true
to others may not be true to us, and vice versa. Antecedent learning also has a deep
significance to gestalt theorists; they believe that a learners understanding of an idea can
be enhanced when they have prior knowledge of the topic. Ergo, advanced reading and
familiarizing oneself in a topic can be an effective way to learn. This theory also has
implications on whether students developing a study pattern instead of studying only when
needed promote academic development. Psychoanalysts, on the other hand, argue that
instinct and motivation are one of the redeeming factors that contribute to the learning of
students. This has implications on the effectiveness of engaging oneself in tests that require
critical thinking /reasoning and following common sense. In the case of PUP Students from
the Manila campus, we will try to answer if these conditions apply.

Gestalt Theory
Gestalt psychology was first introduced in 1912 by Max Wertheimer. Wertheimer
emphasized the importance of seeing the whole structure of a problem, thus the basic idea
of Gestalt psychology that the whole is more than just sum of its parts. He pioneered the
cause to promote the usage of gestalt principles in education.
The overall principles are quite simple;
1.) The learner should discover for himself the deeper meaning of the context or a problem,
or better yet, finding solutions to that problem. This principle can be improved by
answering problem-solving questions and alike.
2.) The itch to understand what went wrong and what are the hindrances are an important
factor for learning, and;
3.) Instructions given to the learner should follow these laws of regrouping and
organization; a.) closure, b.) proximity, c.) similarity d.) simplicity. (see Wertheimer, 1923)
The factor of Closure, the factor of Proximity, the factor of Similarity, and the factor
of Simplicity, has relevance in overall learning aspects like music, reading, and arts. These
factors also have implications for instruction dissemination: like the use in determining
whether the instructional materials (i.e, books and handouts that include virtual images)
designed by the professors of PUP should be based on the principles above.
In 1921, Danish psychologist Edgar Rubin introduced another significant gestalt aspect
of organization, the figure-ground perception. In most classical gestalt phenomenon, there's

always the prevailing concept of figure versus ground when it comes to a group of connected
objects. Which is the background and what is the main image? More importantly, how does
the brain decide which is what. Rubin formulated conditions describing when which of that
would be the case.
The last Gestalt concept is the principle of Prgnanz. The principle suggests that
students may learn more when there are learning materials like instructional videos or
movies provided by the school and the professor.
Psychoanalytic Theory
Psychoanalytic theory was developed by Sigmund Freud. Freud stated that we have
needs. And in the process, our Id, ego, and superego collaborate to meet these needs. If
these needs werent fulfilled through stages of development, the implication is this: if one
doesnt resolve the issue of each stage, then that person will feel like he is stuck in that
stage for a long time, maybe even their whole lifetime. This statement has significance on
determining why more often than not, if a student/learner has conflict on behavior, feelings,
and thoughts, it reflects on their outputs. Psychoanalytic theory also stresses out that childparent interaction affects learning development.

2. Statement of the Problem

The main problem of this study is to create a model and database that can identify
the effectiveness of the Gestalt Theory of Learning by Wertheimer, Kohler, and Koffka
and Psychoanalytic Theory of Learning by Sigmund Freud to the students of PUP,
Main Campus for SY 2014-2015. Specifically, this study seeks the following:

1. How efficient is Gestalt Theory when applied to teaching processes for PUP Manila
students?
2. How efficient is Psychoanalytic Theory when applied to teaching processes for PUP
Manila students?
3. Is there a significant relationship between the GPA of the students and the
effectiveness of the Gestalt Theory of Learning and Psychoanalytic Theory of Learning
by Sigmund Freud.

Hypothesis
This study has the following hypothesis as basis for its decision and conclusion:
Ho: The Gestalt Learning Theory and Psychoanalytic Learning Theory has no
significant relationship to the GPA of the students enrolled in PUP Manila

4. Methodology
This chapter presents the methodology, description of data, and the
statistical treatment of data of our research.

4.1 Research Design

In analyzing the learning theories which encompass the learning behaviors of
students, the researchers seek to study if those study habits of students are
beneficial or not towards learning.
A research design is the mapping strategy of a research.

Thus, the

researchers utilized the Descriptive Research Design where the data needed is
collected without manipulating the conditions of the subjects.
The aim of this descriptive research is to scrutinize, represent, and
corroborate aspects of the learning development of the students in the Polytechnic
University of the Philippines. For the study, the descriptive design will facilitate in
the data-gathering process which is inferred from questionnaires and observation.
4.2 Sample Area
The setting of this research will take place at the Polytechnic University of
the Philippines, Sta. Mesa Manila. This includes 14 colleges within the premises of
PUP Manila.
4.3 Sampling Technique
To assure that every college is well represented in the study, the researchers
utilized Probability Sampling where a portion of the population and such sample is
selected from the population in a systematic way where each has a chance of being
included in the sample. Under Stratified Random Sampling the distribution of
respondents will depend on the total number of units in each stratum or college.

Thus, the bigger the population of a college the bigger is the number of the
respondents.
4.4 Method of Research Used
This study used a quantitative method as a means of analysis. Using the data
that we have collected, we have graphically displayed the statistics through visual
tables. We included the use of mean, frequency, and the spearman rhos correlation
coefficient.
The researchers will also utilize the Indirect or Questionnaire Method in
acquiring data. Primary data is used in the study since the respondents will go
under statistical survey. Out of (total population of PUP) students of PUP Manila
406 will take part in the statistical survey.
The ratio of student-questionnaire would be 1:1. Therefore in every student a
single questionnaire will be given. This includes two sets of questions. The first set
is specialized for Gestalt Theory while the second set of questions is specialized for
the Psychoanalytic Theory.
4.5 The Data
The researcher used the available profile of students taken from the surveys
conducted at the Polytechnic University of the Philippines, Main Campus for SY
2014-2015. The said profile consists of two different parts namely: the respondents
socio-demographics (name, age, etc.) and student educational data (GWA, course,
year, and section.)

4.6 Spearman's RHO

The Spearman correlation coefficient is defined as the Pearson correlation
coefficient between the ranked variables. Spearmans rank determines the strength
of relationship between two statistical data through statistical tests. Where n = the
number of values in each data set, and the n raw scores
ranks

are converted to

, and is computed from:

where

, is the difference in rankings for each object.

The standard error of the coefficient () is: (Pearson and Gosset)

4.7 Mean
Mean was used in all the computations of the Spearman correlation coefficient
The basic formula for Mean:

= + + + /

Where:
X bar = mean
X1= frequency
n = total number of respondents
4.8 Frequency
Frequency is the number of occurrences of a repeating event per unit time. In
this research, we used frequency distribution in order to create a relative frequency
of distribution.

The formula, as used in this research, can be represented like this:

5. Results and Discussion

Figure 1

Analysis:
Figure 1 shows that all designated respondents underwent the statistical survey

Figure 2

Analysis:

Figure 2 shows the division of respondents per college. The samples were
acquired from 14 colleges of PUP Manila, namely: (spell-out) CAF, CAFA, CAL, CBA,
COC, COED, COE, CHK, CPSPA, CCIS, CSSD, CS, CTHTM, and IT. Using the
Stratified Random Sampling the distribution of respondents directly correlates to the
population size per college. Thus, CAF, having the biggest population, covers 16.7% of
the sample size, resulting to a total of 68 respondents. CAFA covers 2.7% resulting to
11 respondents. CAL covers 3.4% resulting to 14 respondents. CBA covers 14.3%
resulting to 58 respondents. COC covers 7.1% resulting to 29 respondents. COED
covers 7.6% resulting to 31 respondents. COE covers 15.8% resulting to 64
respondents. CHK covers 1.2% resulting to 5 respondents. CPSPA covers 2% resulting
to 8 respondents. CCIS covers 5.2% resulting to 21 respondents. CSSD covers 5.9%
resulting to 24 respondents. CS covers 7.1% resulting to 29 respondents. CTHTM
covers 5.4% resulting to 22 respondents. IT covers 5.4% resulting to 22 respondents.
The cumulative percentage equates to 100%, thus, there is a hundred percent validity
of respondents.

Figure 3

Analysis:

Figure 3 shows the division of respondents on the basis of their age. Out of
100% validity of respondents, fig. 3 illustrates that respondents aging from 18-19
covers the greatest percentage which is 59.4% resulting to 241 respondents. On the
other hand, 31.3% of the respondents aged 16-17 resulting to 127 respondents. Lastly,
9.4% of the respondents aged 20 and above resulting to 38 respondents.

Figure 4

Analysis:
Figure 4 shows the division of respondents on the basis of gender. Out of a
hundred percent validity of respondents, females cover 54.7% of the sample resulting
to 222 respondents while the males cover 45.3% of the respondents resulting to 184
respondents.
Gestalt Learning Theory

Figure 5

Analysis:
Figure 5 shows the rate of effectiveness of Gestalt Learning Theory when
applied to teaching processes.
The first process, reporting, reveals that 111 respondents rated it as very effective,
193 respondents rated it effective, and 88 respondents rated it partially effective,
while 13 respondents rated it not effective. The second process, debate, reveals that
107 rated it as very effective, 184 rated it as effective, 88 rated it as partially effective,
and 26 rated it as not effective. The third process, field work, reveals that 75
respondents rated it very effective, 195 rated it as effective, 108 rated it as partially
effective, and 27 rated it as not effective. The fourth process, art-related performance,
reveals that 111 respondents rated it as very effective, 172 rated it as effective, 101
rated it as partially effective, and 20 rated it as not effective. The fifth process,
intellectual games reveal that 95 respondents rated it as very effective, 181 rated it
effective, 110 rated it partially effective, and 18 rated it as not effective.
Thus, fig. 5 illustrates that reporting and art-related performances are very
effective learning processes for students. These processes both garnered 111
respondents. On the other hand, the least effective learning process is through field
works which is rated by 27 respondents.

Figure 6

Analysis:
Figure 6 shows the rate of effectiveness of Gestalt Learning Theory when applied to
teaching processes. The first process, reporting, results to a mean of 2.9926 rating it
as partially effective. The second process, debate, results to a mean of 2.9185 rating it
as partially effective. The third process, field work, results to a mean of 2.7852 rating
it as partially effective. The fourth process, art-related performance, results to a mean
of 2.9257 rating it as partially effective. The fifth process, intellectual games, results
to a mean of 2.8738 rating it as partially effective as well. Thus, fig. 6, illustrates that
art-related performance is the most effective teaching process under Gestalt Theory
attaining a mean of 2.9257. As a sum, Gestalt Theory, attained a 2.8998 mean rating
it as a partially effective learning theory.

Figure 7

Analysis:
Figure 7 show that Psychoanalytic Theory has no significant relationship to the PUP
students GPA with a point of 0.290.

Figure 8

Analysis:
Figure 8 shows the rate of effectiveness of Psychoanalytic Learning Theory
when applied to teaching processes.
The first process, group activities to be participative, reveals that 76
respondents rated it as very effective, 186 respondents rated it effective, and 104
respondents rated it partially effective, while 39 respondents rated it not effective.
The second process, unity and cooperation in group dynamics, reveals that 89 rated it
as very effective, 193 rated it as effective, 105 rated it as partially effective, and 17
rated it as not effective. The third process, task-assigning in group activities, reveals
that 123 respondents rated it very effective, 207 rated it as effective, 62 rated it as
partially effective, and 13 rated it as not effective. The fourth process, brainstorming

in group activities, reveals that 82 respondents rated it as very effective, 192 rated it
as effective, 106 rated it as partially effective, and 24 rated it as not effective. The fifth
process, learning through team effort, reveals that 136 respondents rated it as very
effective, 182 rated it effective, 63 rated it partially effective, and 24 rated it as not
effective.
Thus, fig. 8 illustrates that learning through team effort is a very effective
learning process for students. This process was rated very effective by 136
respondents. On the other hand, the least effective learning process under
Psychoanalytic Theory is through group activities to be more participative which is
rated by 39 students.

Figure 9

Analysis:
Figure 9 shows the rate of effectiveness of Psychoanalytic Learning Theory
when applied to teaching processes.
The first process, group activities to be participative, results to a mean of
2.7383 rating it as partially effective. The second process, unity and cooperation in
group dynamics, result to a mean of 2.8762 rating it as partially effective. The third

process, task-assigning in group activities, results to a mean of 3.0864 rating it as

effective. The fourth process, brainstorming in group activities, results to a mean of
2.8218 rating it as partially effective. The fifth process, learning through team effort,
results to a mean of 3.0617 rating it as effective.
Thus, fig. 9, illustrates that learning through team effort is the most effective
teaching process under Psychoanalytic Theory attaining a mean of 3.0617. As a sum,
Psychoanalytic Theory, attained a 2.9186 mean rating it as a partially effective
learning theory.

Figure 10

Analysis:
Figure 10 show that Psychoanalytic Theory has no significant relationship to the
PUP students GPA with a point of 0.338

5. Conclusion
After performing Spearman's rank correlation coefficient, the researcher
hereby came up with the following conclusions:

Gestalt Learning Theory by Wertheimer, Kohler, and Koffka and Psychoanalytic

Learning Theory by Sigmund Freud are both partially effective learning theories for
PUP Manila students S.Y. 2014-2015.

Students tend to arrive at efficient learning when exposed to social activities.

6. Recommendation
Based on the foregoing findings of the study and derived conclusions, the following
recommendations are formulated:

The administration of PUP Manila must put emphasis on art-related performances

and team-input activities since it was favored as an effective teaching process by
majority of the students.

Seminars must be conducted discussing to students the importance of the following

theories of learning to heighten consciousness.

REFERENCES:

Learning Theories: Gestalt Psychology

See: http://teorije-ucenja.zesoi.fer.hr/doku.php?id=learning_theories:gestalt_psychology

Sigmund Freuds Psychoanalytic Theory of Learning

See: http://www.lifecircles-inc.com/Learningtheories/Freud.html

Mean

See: https://en.wikipedia.org/wiki/Mean

Frquency

See: https://en.wikipedia.org/wiki/Frequency

Spearmans RHO

See: https://en.wikipedia.org/wiki/Spearman%27s_rank_correlation_coefficient