MALLILLIN MODEL THEORY OF LEARNING

Abstract

The study aims to introduce the MALLILLIN Model Theory of Learning as to mastery learning, attitude learning, learning characteristics, learning-centered curriculum design, inclusive learning, learning-teaching process, learning analysis, independent learning, and new learning. The research utilized quantitative methods to measure the contribution of the MALLILLIN model theory of learning. Purposive sampling is also utilized in the selection of the population and sample size of the research process. The study comprised seventy-five (75) respondents. Results show that mastery learning grasps students deeper learning in promoting knowledge and minimizing gaps process and predicts aptitude of students’ rates and level pace on personalize learning environment, show that attitude learning initiates self-learning for both professional and personal development, motivation, curiosity, and prioritizes the process of learning in pursuing new knowledge and interest to enrich and enjoy learning to the fullest, show that learning characteristics involves learning skills competency task as to application-based learning inclination and acquisition and chooses new ways on new learning ideas critically and creating thinking on various skills, interactions, and experiences, show that learning centered curriculum design participates actively on the decision-making process to learning motivation and promotion of education and creates differentiated directions for instructional plan that allows to choose activities and learning experiences, show that inclusive learning explains the school setting real opportunity for the success of teaching competency output and addresses needs of students approach ability in various teaching modalities and backgrounds, show that learning teaching process caters diverse learning needs unique pace and style to address and ensure inclusive learning, preference, diverse needs and tailors with personalize learning in different teaching methods to meet the needs of students interests in adapting individual learners, show that learning analysis involves improvement of learning outcome insights and contexts in analyzing, collecting, and measuring needs of students as centers of learning and analyzes learners’ improvement and understanding outcome to reveal true learning potential possibility needs, show that independent learning exercises creativity and opportunity to encourage independent learning strategy in equipping self-regulation learning and develops critical thinking for students’ study habits in various practices and strategies in the learning process independently, and show that new learning utilizes the mnemonic devices in understanding improve outcome, leveraging technology, learning environment, visualization techniques, and space repetition in the role of metacognition process of learning and acquires skills on the set learning goals to be achieved and developed on the goals that is essential in the model knowledge of learning.

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