Chapter 1

The Problem
INTRODUCTION
Why do people engage in crime according to social learning
theory? They learn to engage in crime, primarily through
their

association

with

others.

They

are

reinforced

for

crime, they learn beliefs that are favorable to crime, and

they are exposed to criminal models. As a consequence, they
come to view crime as something that is desirable or at
least justifiable in certain situation. According to social
learning theory, juveniles learn to engage to crime in the
same way they learn to engage in conforming behavior through
association with or exposure to others. Primary or intimate
groups like the family and peer groups have an especially
large impact on what we learn. In fact, association with
delinquent

friends

is

the

best

predictor

of

delinquency

other than prior delinquency. However, one does not have to

be

in

direct

contact

with

others

to

learn

from

them.

(www.encyclopedia.com/doc/1G2-340300066.html).

First, the child is more likely to attend to and imitate

those

people

it

perceives

as

similar

to

itself.

Consequently, it is more likely to imitate behavior modeled

by people of the same sex.
Second, the people around the child will respond to the
behavior

it

imitates

with

either

reinforcement

or

punishment. If a child imitates a models behavior and the

consequences are rewarding, the child is likely to continue
performing

the

behavior.

If

parent

sees

little

girl

consoling her teddy bears and says what a kind girl you
are, this rewarding for the child and makes it more likely
that she will repeat the behavior. Her behavior has been
reinforced. Reinforcement can be external or internal and
can be positive or negative. If a child wants approval from
parents

or

peers,

this

approval

is

an

external

reinforcement, but feeling happy about being approved of is

an internal reinforcement. A child will behave in a way
which it believes will earn approval because it desires
approval/
Positive (or negative) reinforcement will have little impact
if the reinforcement offered externally does not match with
an individuals needs.
Reinforcement can be positive or negative, but the important
factor

is

that

it

will

usually

persons behavior.
2

lead

to

change

in

Third, the child will also take into account of what happens
to

other

people

when

deciding

whether

or

not

to

copy

someones actions. This is known as vicarious reinforcement.

This relates to attachment to specific models that possess
qualities seen as rewarding. Children will have a number of
models with whom they identify. These may be people in their
immediate world, such as parents or older siblings, or could
be fantasy characters or people in the media. The motivation
to

identify

with

particular

model

is

that

they

have

quality which the individual would like to possess.

Identification occurs with another person (the model) and
involves taking on (adopting) observe behaviors, values,
beliefs

and

attitudes

of

the

person

with

whom

you

are

identifying.
The term identification as used by social learning theory is
similar to the Freudian term related to the Oedipus complex.
For example, they both involve internalizing or adopting
another

persons

complex

the

parent,

whereas

behavior.

child

can

with

However,

only

identify

Social

Learning

during
with

the
the

Theory

Oedipus
same

the

sex

person

(child or adult) can be potentially identify with any other

person.

Identification is different to imitation as it may involve a

number of behaviors being adopted, whereas imitation usually
involves copying a single behavior.

Conceptual Framework
A number of empirical articles on the learnability of
children especially delinquent and neglected one has been
explained on Albert Bandoras Social Learning Theory. In an
attempt to explain how the development of children develops,
why it occurs and how it is sustained, researchers have
relied upon theoretical frameworks to guide their research
findings. As noted by Sommer (1990), Knight and Hatty (1987)
point

out

that

researchers

can

understanding

the
be

the

theories

separated

put
into

perpetrators

on

forward
those
one

by

various

reflecting

hand,

and

the

those

reflecting the orientations of psychologists, on the other.

A

sociological

perspective

places

the

phenomenon

of

development of a child within a macro model of society;

their future behavior is an effect an outgrowth of social
factors.

psychological

perspective

accounts

for

development within a micro level of society; violence is

attributed

to

such

intra-individual

factors

as

aggressiveness, impulsiveness and paranoia (Straus 1980).

4

The

current

study

reflects

upon

both

sociologically

and

psychologically based theories which inform the discussion

of development of the child having experience life in the
hand of a social worker.
The independent variables considered in this study are
the

respondents

profile

such

as

age

because

it

could

contributes the maturity and outlooks of the individual.

Gender

is

also

considered

in

order

to

establish

it

to

contribute their job, and religion in order to know the

respondents to know the perception of social worker from
different religious point of views

Independent Variables

Dependent

Variables

Profile of the
respondents in terms
of:

Perception of CSWD
personnel in terms of:

Attention
Age

Retention

Gender

Motivation

Education Attainment

Reproduction

Religion

Figure. 1 Schematic Diagram Showing the Interrelationship

of the Independent andDependent variables of the study.

Statement of the Problem

This study sought to determine the perception of CSWD
Personnel on Albert Bandoras Social Learning Theory
Specially, it sought to answer the following question:
1. What
1.1
1.2
1.3
1.4
2. What

is the profile of the respondents in terms of:

Age
Gender
Educational Attainment
Religion
is the perception of CSWD personnel on the Social

Learning theory of Albert Bandora in Cagayan de Oro

City in terms of:
2.1 Attention
2.2 Retention
2.3 Motivation
2.4 Reproduction
3. Is there a significant difference on perception of CSWD
personnel of

Cagayan de Oro city when respondents are

grouped in terms:
3.1 Age
3.2 Gender
3.3 Educational Attainment
3.4 Religion
Hypothesis of the Study
Ho:

There is no difference in the perception of Social

Workers on the Social learning theory of Albert Bandora

with

regards

to

attention,

retention.

Significance of the Study

7

retention,

motivation

and

The results of the study will be beneficial to the

following:
Officer of the City Social Welfare. The results of this
study will assist them in their strategic planning for a
better and effective social work and may serve as basis for
policy refinement
Criminology Department, Cagayan de Oro College.

The

findings of this study can be a basis for trainings of

students which will serve as future law enforcement of the
City that would eventually help them understand their role
on care for children.
Barangay Social Worker/ Barangay. The result of this
study will assist the Barangay based social worker on the
immediate needs of the children in their Barangays and will
serve as the basis for Barangays to enhance their program on
child care and learning.
Scope and Limitation
This study focused on the perception of the personnel
of City Social Welfare Division in Cagayan de Oro City.
The

independent

variable

was

the

profile

of

the

respondents such age, educational attainment, gender and

religion of CSWD Personnel. The dependent variables are the
perceptions of the respondents on the effects of Albert
8

Bandoras Social Learning Theory in the factors such as:

Attention, Retention, Motivation and Reproduction. It also
gathered

information

regarding

the

terms

rated

as

very

ineffective and moderately ineffective as the basis of the

intervention program.
Definition of terms
For better understanding of this study, the following
terms are defined operationally:
Age: Refers to the entire period of life or existence.
Sex: Refers to either male or female.
Attention

This

process

surrounds

the

acquisition

of

the

attention of the learner. Acquisition can be based on such

factors

as

sensory

capacity,

arousal

level,

and

past

reinforcement.
Retention. This process involves the learner accessing
symbolic coding of the behavior that has caught their
attention

Motivation. This process includes external, vicarious and/or

self-reinforced motivation.

Motor Reproduction. This process includes the

physicalreproduction of the observed activity through
physical capability, self-observation and feedback.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This

chapter

deals

with

related

relevant this research.

Foreign Literature and Studies

10

literature

and

studies,

Social
importance

Learning
of

Theory

observing

of

bandura

the

emphasizes

modeling

and

the

behaviors,

attitudes, and emotional reactions of others. Bandura (1977)

states: Learning would be exceedingly laborious, not to
mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally
through modeling, from observing others one forms an idea of
how new behaviors are performed, and on later occasions this
coded

information

Learning

Theory

serves
explains

continuous

reciprocal

behavioral,

an

processes
attention,

as

human

including

action.
in

between

influences.

observational
modeled

for

behavior

interaction

environmental

underlying

guide

The

learning

events

Social

terms

of

cognitive,
component
are:

(1)

(distinctiveness,

affective valence, complexity, prevalence, functional value)

and observer characteristics (sensory capacities, arousal
level, perceptual set, past reinforcement), (2) Retention,
including symbolic coding, cognitive organization, symbolic
rehearsal,
including

motor

rehearsal),

physical

reproduction,

accuracy

(3)

capabilities,
of

feedback,

Motor

Reproduction,

self-observation
and

(4)

Motivation,

including external, vicarious and self-reinforcement.

11

of

Because

of

encompasses

attention,

memory

and

motivation, social learning theory spans both cognitive and

behavioral

frameworks.

Banduras

theory

improves

upon

strictly behavioral interpretation of modeling provided by

Miller & Dollard (1941). Banduras work is related to the
theories

of

Vygotsky

and

Lave

which

also

emphasize

the

central role of social learning.

Bandura explained:
Learning

would

be

exceedingly

laborious,

not

to

mention hazardous, if people had to rely solely on the

effects of their own actions to inform them what to do.
Fortunately,

most

human

behavior

is

learned

observationally through modeling from observing others

one forms an idea of how new behaviors are performed,
and on later occasions this coded information serves as
guide for action.
Not all observed behaviors are effectively learned.
Factors involving both the model and the learner can play a
role

in

whether

requirements

and

social
steps

learning
must

also

is

successful.

be

followed.

Certain
First

is

ATTENTION, The extent to which we are exposed/notice the

behavior. For a behavior to be imitated it has to grab our
attention. We observe many behaviors on a daily basis and
12

many of these are not noteworthy. Attention is therefore

extremely important in whether behavior has an influence in
others

imitating

it.

Second

is

RETENTION,

How

well

the

behavior is remembered. The behavior may be noticed, but is

it not always remembered which obviously prevents imitation.
It is important therefore that a memory of the behavior is
formed to be performed later by the observer. Third is
REPRODUCTION, This is the ability to perform the behavior
that the model has just demonstrated. We see much behavior
on a daily basis that we would like to be able to imitate
but that this not always possible. We are limited by our
physical ability and for that reason, even if we wish to
reproduce

the

behavior,

we

cannot.

This

influences

our

decisions whether to try and imitate it or not. Imagine the

scenario

of

90-year-old-lady

who

struggles

to

walk

watching Dancing on Ice. She may appreciate that the skill

is a desirable one, but she will not attempt to imitate it
because she physically cannot do it. Fourth is MOTIVATION,
The will to perform the behavior. The rewards and punishment
that follow a behavior will be considered by the observer.
If the perceived rewards outweigh the perceived costs (if
there are any) then the behavior will be more likely to be
imitated by the observer. If the vicarious reinforcement is

13

not seen to be important enough to the observer then they

will not imitate the behavior.
Gewirtz (1969) defines social learning as a category of
learning involving stimuli provided by people. There are two
basic social learning processes that influence behavior:
direct instrumental

training,

where

teacher

explicitly

attempts to shape responses via differential reinforcement,

and imitation,

where

an

observer

matches

responses

to

discriminative cues provided by responses of a model. The

latter process occurs without direct tuition and comprises
the vast majority of a child's socialization.
Although traditional learning theories portray behavior
as

function

of

experiential

reinforcements,

Bandura

contends that "virtually all learning phenomena resulting

from

direct

through

experiences

observation

of

can
other

occur

on

people's

vicarious

behavior

basis

and

its

consequences for them." This enables man to acquire behavior

by

example

similarly,

without

tedious

behavioral

trial

inhibitions

and

error

can

be

practice;

induced

by

observing punishment of others for their actions. There is

an important cognitive component in this approach, as people
symbolically represent and process external influences for
later guidance in performance (Bandura, 1962, 1965, 1969,

14

1971a, 19712), 1973; Bandura and Walters, 1963; Bandura,

Ross, and Ross, 1963a, 1963b).
In Bandura's view, "most of the behaviors that people
display are learned, either deliberately or inadvertently,
through the influence of example." The reasons for this are
that

dangerous

mistakes

can

be

avoided

by

observing

competent models who demonstrate proper modes of response,

that complex behaviors such as language can only be learned
through example, and that novel response patterns can be
acquired more efficiently through observational means.
Early social learning and operant conditioning theories
of modeling emphasized the requirement of overt performance
of a response matching the modeled stimulus cue, followed by
the positive reinforcement of the imitative behavior (Miller
and

Dollard,

differs

from

1941;

Skinner,

contemporary

1953).

analyses

Bandura's

in

the

approach

treatment

of

response integration, cognitive control, and reinforcement

influences.
modeling.

He
A

proposes

distinction

four
is

sub

processes

drawn

between

that

acquisition

(learning) and actual performance of the behavior.

15

govern

Chapter 3
Research Methodology
This

chapter

discusses

the

research

methodology

employed in answering the problems presented in this study.

This includes the research design, the research setting,
16

sources of data and respondents, data gathering techniques,

and statistical tools used.
Research Design
The

research

design

used

in

the

study

is

the

descriptive method. The use of this method is to gather

information,
existence

to,

found
and

out

and

to

perception

describe

of

Albert

the

minors

Bandoras

on,

Social

Learning Theory as perceived by the personnel of the City

Social Welfare in Cagayan de Oro City.
Setting of the Study
This study was conducted among personnel of the City
Social Welfare in Cagayan de Oro City.
Research Respondents and Sampling Procedure
The

researchers

used

random

sampling,

in

which

the

respondents are selected randomly in the subpopulation or

strata.

From

the

subpopulations which

total
are

population

affected

of

we`ve
the

said

got

the

problem,

getting all their names and randomly selected.

Research Instrument
The

principal

instrument

questionnaire method. It

of

the

study

is

the

consists of two parts namely:

17

Part 1 includes items on the predetermined factors believed

to elicit the profile of the respondents in terms of age,
gender, educational attainment and religion.
Part 2 of the questionnaire was framed in a simple
manner but broad enough to elicit important information on
the perception of the effects of Social Learning Theory of
Albert Bandora in terms Attention, Retention, Motivation and
Reproduction.
Validation of the Research Instrument
Prior to the administration of the questionnaire, the
draft

was

shown

to

the

persons

who

have

knowledge

and

experts of the subject matter to solicit their comments and

suggestions. The corrections made were the basis of another
draft, after which this was presented to the researcher`s
adviser for test construction, corrections and revision for
improvement

before

the

final

copy

of

questionnaire

was

produced.

Data Gathering Procedure

The data used in this study was obtained after securing
an official permission to conduct the survey from the Head

18

of the City Social Welfare Division upon the approval of

this by the Thesis Committee.
The questionnaire was administered personally by the
researchers to the respondents so that we could explain
further

some

items

which

need

clarification

and

proper

filling of the questionnaires. They were made to understand

that the study was conducted to obtain information that
served

as

basis

for

measuring

the

perception

of

Social

Learning Theory on Children in Cagayan de Oro City. The

answers

were

gathered

data

then
were

retrieved
collated,

by

the

researcher

tabulated,

and

the

interpreted

and

analyzed.

Categorization of Variables
To facilitate interpretation and analysis of the data
gathered, the following categories are included;
Age:
19

25-30 years old

31-35 years old
35- above years old
Gender:
Male
Females
Educational Attainment
Elementary level
Elementary graduate
High school Level
High school graduate
College Level
College graduate

Religion:
Roman Catholic
Iglesia Ni Cristo
Born Again
20

Iglesia Filipina Independente

Dating Daan
Seventh Day Adventist

Statistical Treatment
To aid in the analysis and interpretation of data, the
following statistical measures were employed in the study.
1. Frequency count and simple percentages distribution
was used in describing the profile of the respondents
based on their age, gender, educational attainmentand
religion.
2. Weighted mean was used to determine the perception of
social

workers

on

the

Social

Learning

Theory

in

Cagayan de Oro City in terms of out of Attention,

Retention, Motivation and Reproduction.
3. F-test was employed to test the results

of

the

significant difference in the perception of social

workers on the Social Learning Theory in Cagayan de
Oro

City

when

grouped

according

educational attainment and religion.

21

to

age,

gender,

22

Chapter 4
Presentation, Analysis and Interpretation of Data

This chapter presents how the data were organized, analyzed

and interpreted. It also discusses the implications of the
gathered data and careful analyses were also done to connect
the assumptions of the study to actual data gathered based
on the stated problems of the study.

Problem

No.

of

the

study

guided

the

researcher

in

establishing the profile of the respondents age, gender,

educational attainment and religion.
1. What
1.1
1.2
1.3
1.4

is the profile of the respondents according to:

Age
Gender
Educational Attainment
Religion

1.1
Age;
Table1.1 Mean and Frequency Distribution of respondents
according to Age

23

Age

Frequency

Percentage

25-30

43

86.0

31-35

10.0

36-above

4.0

Total

50

100.0

Table 1.2 presents the age profile of the respondents.

The data shows that the biggest number of the respondents
was

the

students

who

were

25-30

years

old

with

forty

three(43) respondents or 86% of them belonged to this age

group. There were also 5 or 10% who were from the 31-35
range respondents.

age

The least of the groups were the 2

respondents or 4% who comprised the 36-above age group. The

age of being in agency of social work is very critical in
the operation of its role.Perhaps this is because there are
so many professional roles in social work. The number and
diversity of social work roles provide opportunity for a
great

deal

of

creativity

in

practice.

Suppes, M., Cressey Wells, C. (2003).

With this, ensuring that the role aforementioned above
will be carried out efficiently and successful by the social
worker.
1.2Gender;
24

Table1.2

Mean and Frequency Distribution of respondents

according to Gender
Gender

Frequency

Percentage

Female

27

54.0

Male

23

46.0

Total

50

100.0

Table

1.2

shows

the

percentage

distribution

of

respondents by gender. From the table, it can be gleaned

that out 50, there were 27 females or 54% and 23 or 46% of
them were males. This study revealed the dominance of female
among the respondents.
Outside of management roles, some have questioned men's
suitability

for

social

work

for

reasons

ranging

from

emotional capacity to suitability to work with vulnerable

children.

Some

experiences

of

male

students

exclusion,

with

and

practitioners

women

declining

report
to

work

alongside them on complex cases on the explicit basis of

gender
It

may

be

that

social

workers,

as

one

of

the

gatekeepers of our society, should be more representative of

the communities they serve, each bringing their differing

25

perspectives. More men in the front line could provide a

positive role model for children where the man of the family
has

damaged

their

wellbeing,

or

provide

older

people

(particularly men) with increased choice over who assesses

their care needs.

1.3 Educational Attainment

Table1.4

Mean

and

Frequency

respondents according to

Distribution

Educational Attainment

26

of

Educational

Frequency

Percentage

4.0

8.0

4.0

College Undergrad

2.0

College Graduate

41

82.0

Total

50

100

Attainment
Elementary
Undergrad
Elementary
Graduate
High School
Undergrad
High School
Graduate

Table 1.4 presents the profile of the respondents.

The

data shows that the biggest number of the respondents not on

the

said

category.

82%

of

respondents

or

41%

of

them

belonged to college graduate. There were also 4 or 8 % of

the respondents who are elementary graduates 2 respondents
for

both

with

4%

each

for

elementary

and

high

school

undergrad
Upon a closer look, on the survey questionnaire, the
social worker is involved in the process of making referrals
27

to link a family or person to needed resources. Social work

professionals do not simply provide information. They also
follow up to be sure the needed resources are attained. This
requires knowing resources, eligibility requirements, fees
and the location of services. Social Workers, because of
their expertise in a wide variety of applications, are well
suited to work as managers and supervisors in almost any
setting. As managers, they are better able to influence
policy change and/or development, and to advocate, on a
larger scale, for all underprivileged people. Thus a careful
selection of those who will care and guide children must be
carefully done.

1.4 Religion
Table1.4

Mean

and

Frequency

respondents according to
Religion

28

Distribution

of

Religion

Frequency

Percentage

Roman Catholic

36

72.0

Iglesia ni Cristo

8.0

Born Again

8.0

IFI

8.0

Dating Daan

2.0

Others

2.0

Total

50

100

The frequency and percentage distribution of respondents

in terms of religion is reflected in Table 1.5 above. Data
shows that the largest religious sector of most of the
respondents were Roman Catholic covering 72% or 36 out of 50
respondents. The other religious sector; Iglesia ni Cristo,
Born

Again

and

IFI

have

respondents

each

or

34%

of

student-respondents. Only 1 respondent from Dating Daan and

other religious sectors covering 2 % each respectively.
In the research setting, and in a nation of ours where
majority of the influence are from the Spaniards, its no
29

surprise

that

unless

specified

by

their

religious

upbringing, respondents of the research are Roman Catholics.

Society is very much affected by how it decides by religion.
It plays a major role in our everyday lives and in almost
any aspects.
Religion

sometimes

is

an

influence

of

ones

individuals attitude. It may affect its behaviour for their

beliefs in life and what they believe is true.

2. What is the perception of the CSWD personnel in Albert

bandoras Social Learning Theory
2.1 Attention
2.2 Retention
2.3 Motivation
2.4 Reproduction

in terms of:

2.1Attention;
Table 2.1 Frequency & Percentage Distribution of
perception Social Learning Theory(Attention)

30

Range

Description Interpretation Frequency

4.51-5.00

Strongly

Excellent

30

60

19

38.0

Satisfactory

Fair

Poor

2.0

50

100

Agree
Very

3.51-4.50

Agree

2.51-3.50

Neutral

1.51-2.50

Disagree

1.00-1.50

Satisfactory

Strongly

Disagree
Total
Overall Mean
: 4.57
Description
Excellent
Standard Deviation : 0.70

Indicators
1.
Anything

that

distracts

the

Mean
4.50

attention of the child is going to

have

negative

effect

observational learning
2.In order to be good
children,

it

Percentage

is

necessary

model
to

Description
Very
Satisfactory

on
to

4.58

Excellent

4.64

Excellent

4.57

Excellent

show

good character or attitude

3. Paying attention to the child in a
good way will make them a good person
when they grow up
Overall Mean

31

Attention. Table 2.1 furnishes the data of frequency

and

percentage

distribution

of

respondent

assessment

in

Albert Bandoras Social Learning Theory as assessed by the

Personnel of City Social Welfare Division of Cagayan de Oro.
More of the respondents (60%) answered excellent to the
items on attention while 38 % of them responded
satisfactory.

Only

one

respondent

assessed

poor.

very
The

overall mean for these indicators is 4.57 which is described

as excellent
While

the

overall

mean

implies

excellent,

the

respondents assessed attention as a factory of observational

theory as very satisfactory.
Attention

is

one

necessary

factor

in

observational

effective modelling. The increase and decrease on the amount

of the attention paid by a child mould its characteristics
and attitudes towards learning. As one meditating factor for
social

learning

theory:

The

extent

to

which

we

are

exposed/notice the behaviour. For a behaviour to be imitated

it has to grab our attention. We observe many behaviours on
a

daily

Attention

basis
is

and

many

therefore

of

these

extremely

are

not

important

noteworthy.

in

behaviour has an influence in others imitating it.

32

whether

The

personnel-respondents

also

believe

that,

to

learn anything, you need to be paying attention. If theres

any

distraction,

observational
information,

this

factor

learning.
later,

One

after

could
being

initial

negatively
able

to

impact

pull

up

understanding

is

absolutely essential to observational learning.

2.2 Retention
Table 2.2 Frequency & Percentage Distribution of
Perception Social Learning Theory (Retention)
Range

4.51-5.00

Description Interpretation

Strongly

Frequency

Percentage

12

24.0

26

52.0

Satisfactory

16.0

Fair

6.0

Poor

2.0

Excellent

Agree
Very

3.51-4.50

Agree

2.51-3.50

Neutral

1.51-2.50

Disagree

1.00-1.50

Strongly

Satisfactory

Disagree
Total
50
Overall Mean
: 4.02
Description
Very Satisfactory
Standard Deviation : 0.9
33

100

1.

It

Indicators
important to

is

attitude

in

check

in

keep

bad

order

for

children not to retain it.

2.Showing positive attitude
all

the

time

would

almost

condition

child to behave the same

3. Positive reinforcement

with

Mean
3.72

Description
Very
Satisfactory

4.52

Excellent

3.82

Very

the
the

use of positive language will rear a

good child towards others.
Overall Mean

Satisfactory
4.02

Very
Satisfactory

Retention.

Table

2.2

reflects

the

distribution

of

respondents perception of respondents in terms of retention

on the Social Learning Theory. It shows that 52% of the
respondents assessed retention as very satisfactory. They
were able to clearly articulate the values, and importance
of attitude being retained by the child. About 24% of the
respondents strongly agree on the importance of retention
when caring for a child. About 16 % doesnt have a clear
stand

or

is

neutral

on

the

importance

of

retention

in

observation theory and 8% doesnt agree on the importance of

retention as a meditating factor.
34

Social workers defined this as how well the behaviour is

remembered. The behaviour may be noticed, but is it not
always remembered which obviously prevents imitation. It is
important therefore that a memory of the behaviour is formed
to be performed later by the observer.
Much

of

social

learning

is

not

immediate

so

this

process is especially vital in those cases. Even if the

behaviour is reproduced shortly after seeing it, there needs
to be a memory to refer to. In other words, the child must
need to remember the features of the behaviour they have
seen.
Furthermore, retention of the newly learned behavior is
necessary. Without it, learning of the behavior would not be
established, and you might need to get back to observing the
model again since you were not able to store information
about the behavior.

35

2.3 Motivation
Table 2.3 Frequency & Percentage Distribution of
Perception Social Learning Theory (Motivation)
Range

4.51-5.00

Description

Interpretation

Frequency

Percentage

Strongly

Excellent

26

52

23

46

Satisfactory

Fair

Poor

Agree
Very

3.51-4.50

Agree

2.51-3.50

Neutral

1.51-2.50

Disagree

1.00-1.50

Strongly

Satisfactory

Disagree
Total
50
Overall Mean
: 4.47
Description
Very Satisfactory
Standard Deviation : 0.70

Indicators
1. It is important to give reward for
a child who do good deeds

Mean
4.50

100

Description
Very
Satisfactory

36

2.Word of God when taught to a child

contributes

to

child

being

4.54

always

Very
Satisfactory

motivated
3. Games, and reason to live are the

4.38

Very

best ways to motivate a child

Overall Mean

4.47

Satisfactory
Very
Satisfactory

The data shows an almost equal of response from the 52%

and 46% of the respondents on the factor of motivation.
These two percentages describes as excellent and very
satisfactory

respectively.

Only

2%

assessed

poor

and

strongly disagree that motivation is important in rearing a

child.

Motivation

is

very

important

during

child

care

because the child need to have a clear direction on things

that is needed to be done. Overall mean of this style is
4.47 which are described as very satisfactory.
Feeling motivated to repeat the behavior is what you
need

in

order

to

keep

on

performing

it.

This

is

where

reinforcement and punishment come in. You can be rewarded by

demonstrating

the

behavior

properly,

and

punished

by

displaying it inappropriately.
For one to successfully learn a behavior, they must have
a desire to learn it in the first place. Without motivation,
it has been proven that one will quickly lose a behavior
they have learned. This is because they are lacking the
37

motivation to practice the learned behavior. Fitness gurus

are forever overusing this saying, Use it or lose it.
However, that quote also applies to the social learning
theory as well.
Additionally,

Bandura

says

that

reinforcements

and

punishments also play a key role in motivation. Experiencing

these motivators, yourself, can be highly effective. Then
again, it can also be motivating to observe others receiving
some type of reinforcement or punishment

2.4 Reproduction
Table 2.4 Frequency & Percentage Distribution of
Perception Social Learning Theory (Reproduction)

38

Range

4.51-5.00

Description

Interpretation

Frequency

Percentage

Strongly

Excellent

11

22.0

28

56.0

Satisfactory

10

20.0

Fair

2.0

Poor

Agree
Very

3.51-4.50

Agree

2.51-3.50

Neutral

1.51-2.50

Disagree

1.00-1.50

Strongly

Satisfactory

Disagree
Total
50
Overall Mean
: 3.92
Description
Very Satisfactory
Standard Deviation : 0.71

1.

Once

Indicators
the
child

have

paid

Mean
3.84

attention, it is important that they

actually perform the behaviour
2.Being a keeper of a child,

the

Description
Very
Satisfactory

4.00

social worker must be the number one

model for the child to imitate them.
Overall Mean

100

Very
Satisfactory

3.92

Very
Satisfactory

Reproduction. The response of respondents in frequency

and percentage distribution is described in Table 2.4. It
reveals that 56% of the respondents assessed the retention
39

as

satisfactory

excellently

that

in

handling

an

actual

child.

performance

22
of

assesses

the

attitude

learned should be performed.

Aiming to replicate or see if we can replicate the behaviour
is a strong gauge for child learning. This is the ability to
perform the behavior that the model has just demonstrated.
We see much behaviour on a daily basis that we would like to
be able to imitate but that this not always possible. We are
limited by our physical ability and for that reason, even if
we wish to reproduce the behaviour, we cannot.
This influences our decisions whether to try and imitate it
or

not.

struggles

Imagine
to

the

walk

scenario
watching

of

Dancing

90-year-old-lady
on

Ice.

She

who
may

appreciate that the skill is a desirable one, but she will

not attempt to imitate it because she physically cannot do
it.

3.Is there significant difference on the perception of CSWD

personnel on the Social Learning Theory of Albert Bandora,
when respondents are grouped according to:
3.1
3.2
3.3
3.4

Age
Gender
Educational Attainment
Religion

40

3.1 Age;
Table 3.1 Mean and F-Value Distribution of the Perception
on Social Learning Theory and Age

Perception on

Age

Age

Age

Social learning

(25-30)

(31-35)

(36above)

F-

Theory

n=43
Mean

n=5
Mean

n=2
Mean

Value

4.58

4.20

4.50

0.64

Retention

3.95

3.40

4.0

0.83

Motivation

4.48

4.0

5.0

1.73

Reproduction

4.0

3.80

4.0

0.17

Attention

*Significant at 0.05 level

The table above shows that all the respondents assessing
the Social Learning Theory, the five age ranges have no
41

significant in their perception on Social Learning Theory.

However, it is the group of 25-30 year old that has assessed
Social Learning Theory as excellent, the four parameters
attention, retention, motivation and reproduction got either
an excellent or very satisfactory rating. For the age group
30-35, attention is their most concern parameter, this is
actually the first step in the observational theory. Getting
the attention first would actually get the responsiveness of
the students during the duration of learning.
Social learning theorists believe children can be shaped by
their

environment

but

only

within

the

boundaries

of

biological or genetic constraints. In other words, nature

sets

the

parameters

and

nurture

fills

in

the

rest.

Bandura's triadic reciprocal causation-the environment, the

person

(cognition,

affect,

biological

factors),

and

the

behaviour of the person are interdependent forces operating

simultaneously.
But all of these would actually differ on the age of the
child and how equip is the social worker. Different child
have different level of maturity and development and have
likewise different ways of learning. Getting their attention
and focus first and foremost would actually give signal to

42

the keeper of the child that the child is ready to respond

to learning.
The differences in the social learning variables at
each

age,

social,

supposedly

economic,

hypothesized

to

reflecting

and

account

other
for

age-related

life

changes

circumstances,

variations

in

criminal

in
are
and

deviant behaviour at each age. The theory would predict that

persistence or desistence or increase or decrease in deviant
behaviour as persons grow older accompanies persistence or
change in the social learning variables, operating in the
sequential and reciprocal manner proposed by social learning
theorists (Akers 1985; Akers and Lee 1996)
3.2Gender
Table 3.2Mean and F-Value Distribution of the Perception
on Social Learning Theory and Gender

Perception on Social
learning Theory

Female

Male

n=27
Mean

n=23
Mean

F-Value

Attention

4.51

4.56

0.053

Retention

3.74

4.08

0.028

Motivation

4.44

4.47

1.83

Reproduction

3.92

4.04

0.33

*Significant at 0.05 level

43

Table 3.2 represents the perception of respondents of

the

Social

Learning

Theory

of

Albert

Bandora

and

is

differentiated according to their gender. The result shows

that

gender

has

no

significance

on

the

factors

of

learnability as assessed by the respondents, though both men

and women gave a very satisfactory rating in the theories,
but it is the male respondents which is 23 out of 50,
the

highest

mean

of

4.56.

This

is

true

got

because

male

respondents as male respondents in this locality perceived

caring

for

respondents.

children
But

by

as

struggle

nature

they

compared

are

more

to

female

disciplined.

Although the number between male and female respondents does

not vary significantly in numbers but the mean would show
which parameter does a male or female perceived as their
strength in relation to their overall perception on Social
Learning Theory.
The social psychological causes of delinquency, which
mediate its relationship to gender, include the elements of
social

bonding

(attachment,

commitment,

involvement,

and

belief) derived from control theory (Hirschi 1969). This

hypothesis has not been stated by Hirschi, but it is at
least implicit in social bonding theory. It is made explicit
in

later

work

by

Sampson

and

44

Laub

(1993)

and

others.

Attachment refers to stronger or weaker ties of a section

and

close

relationships

to

parents,

peers,

and

others.

Commitment is the extent to which the individual has a

vested interest or stake in conforming to conventional norms
and the extent to which involvement in deviant acts would
jeopardize present and future educational, occupational, and
other conventional aspirations and investments. Involvement
is defined as engagement in conventional lines of activity
that

either

because

of

time

or

incompatibility

inhibit

engagement in deviant activity. Belief is the extent of

endorsement

or

internalization

of

general

conventional

values. The greater the extent to which age strengthens

these bonds, the less likely it is that the individual will
behave defiantly and the weaker these bonds become, the more
likely it is that deviant acts will be committed.

45

3.3 Educational Attainment

Table 3.3Mean and F-Value Distribution of the
Perception on
Social Learning Theory and Educational Attainment
Perception
on Social

Elementar
y

learning

Undergrad

Theory

n=2

High

High

Elementar

School

School

y Grad

Undergra

Graduat

n=4

n=2

n=0

Colleg

College

Graduat

level

n=1

n=41

FValu
e

Mean

Mean

Mean

Mean

Mean

Mean

Attention

4.5

4.5

4.5

5.0

4.53

0.10

Retention

4.5

3.5

4.5

4.0

3.87

0.61

4.50

4.25

4.5

4.0

4.48

0.20

4.5

3.75

4.50

4.0

3.92

0.63

Motivatio
n
Reproduct
ion

*Significant at 0.05
Table 3.3 above on the distribution of the difference in
the perception of Social Learning Theory and educational
attainment of the respondents.

There is no significant

difference on the perception of the respondents in terms of

these

parameters:

attention,

reproduction.

46

retention,

motivation

and

Table also shows that when the educational attainment of

the respondent inattention, the perception is excellent;
with a mean of 4.50, this is probably because almost all the
social worker believes that attention is the most important
step in the learning of a child in observational theory.
The

parameters

indicated

an

excellent

to

almost

all

groups in the study, except for those respondents whos

having problems in retaining the lessons for a child, on the
indicator of the learning theories. The mean is described as
very satisfactory which is high enough to be concluded as
a high regard to the indicator. Likewise, there will always
be high regards to the motivation as an important part of
the learning of a child, when respondents understand the
purpose, especially on the reproduction factor, a concrete
observable behaviour should also be observed.
3.4 Religion
Table 3. Mean and F-Value Distribution of the
Perception on Social Learning Theory and Religion

47

Perception on

Roman

Born

Datin

Social

Cathol

INC

Agai

IFI

learning

ic

n=4

n=4

Daan

Theory

n=36

n=4

Mea

Mea

n
4.7

n
4.2

5
4.2

s
n=1

FValu

n=1

Mea

Mean
Discipli

Other

Mean

Mean

n
5.0

4.0

1.0

3.7

4.0

2.0

e
12.5

4.61
ne
Safety

3.91

4.0
5
4.5

Leadership

4.5

1.03
5
4.7

5.0

1.0

4.50

9.49
0
4.2

Tactical

0
3.5

5
4.2

4.0

1.0

4.00
Officer
*Significant at 0.05

.97
5

Interestingly in the table above, which is trying to get

the F-value of distribution and difference in perception of
the student on the Social Learning theory and religion
the respondents , resulted that

of

any parameters on the

theory is not correlated or does not have a difference. A

small

number

of

respondents

others

category

small

percentage of the respondents, have rated the four factors

as poor. The others religion category probably are those
sector, who do not agree with Social Learning Theory having
a deep impact on the learnability of a child. The perception
of the respondent is deeply affected by religion. In fact
even in small decisions, religion plays the moral between
48

the right and the wrong. Sometimes, it is even the deciding

factor in ones life and will serve as a major turning point
in the future of a child.

49

Chapter 5
Summary, Findings, Conclusions and Recommendations
This chapter presents the summary of findings,
conclusion and recommendations based on the data gathered
from the study.
Summary
The

social

importance

learning
of

theory

observing

and

of

Bandura

emphasizes

modeling

the

the

behaviors,

attitudes, and emotional reactions of others. Bandura (1977)

states: "Learning would be exceedingly laborious, not to
mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to do.
Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of
how new behaviors are performed, and on later occasions this
coded information serves as a guide for action." (p22).
Social learning theory explains human behavior in terms of
continuous

reciprocal

behavioral,

an

processes
Attention,

interaction

environmental

underlying
including

influences.

observational
modeled

between
The

learning

events

cognitive,
component
are:

(1)

(distinctiveness,

affective valence, complexity, prevalence, functional value)

50

and observer characteristics (sensory capacities, arousal

level, perceptual set, past reinforcement), (2) Retention,
including symbolic coding, cognitive organization, symbolic
rehearsal,
including

motor

rehearsal),

physical

reproduction,

accuracy

(3)

capabilities,
of

feedback,

Motor

Reproduction,

self-observation
and

(4)

of

Motivation,

including external, vicarious and self-reinforcement.

Because it encompasses attention, memory and motivation,

social learning theory spans both cognitive and behavioral
frameworks.

Bandura's

theory

improves

upon

the

strictly

behavioral interpretation of modeling provided by Miller &

Dollard (1941).

Banduras work is related to the theories

of Vygotsky and Lave which also emphasize the central role

of social learning.

Findings
1. Based on the study, data shows that the biggest number
of the respondents were the CSWD personnel who were 2530 years old with forty three (43) respondents or 86%
of them belonged to this age group. There were also 5
or 10% who were from the 31-35 age range respondents.

51

The least of the groups were the 2 respondents or 4%

who comprised the 36-above age group
2. Out of 50, there were 27 females or 54% and 23 or 46%
of them were males. This study revealed the dominance
of female among the respondents.
3. 82% of respondents or 41% of them belonged to college
graduate. There were also 4 or 8 % of the respondents
who are elementary graduates 2 respondents for both
with 4% each for elementary and high school undergrad
4. Data shows that the largest religious sector of most of
the respondents were Roman Catholic covering 72% or 36
out

of

Iglesia

50
Ni

respondents.
Cristo,

The

Born

other
Again

religious

sector;

and

have

IFI

respondents each or 34% of student-respondents. Only 1

respondent from Dating Daan and other religious sectors
covering 2 % each respectively.
5. More of the respondents (60%) answered excellent to the
items on attention while 38 % of them responded very
satisfactory. Only one respondent assessed poor. The
overall mean for these indicators is 4.57 which is
described as excellent. While the overall mean implies
excellent, the respondents assessed attention as a
factory of observational theory as very satisfactory.
6. On the parameters of retention, It shows that 52% of
the

respondents

assessed

52

retention

as

very

satisfactory. They were able to clearly articulate the

values, and importance of attitude being retained by
the child. About 24% of the respondents strongly agree
on the importance of retention when caring for a child.
About 16 % doesnt have a clear stand or is neutral on
the importance of retention in observation theory and
8% doesnt agree on the importance of retention as a
meditating factor.
7. An almost equal of response from the 52% and 46% of the
respondents
percentages

on

the

factor

describes

as

of

motivation.

excellent

These
and

two

very

satisfactory respectively. Only 2% assessed poor and

strongly

disagree

that

motivation

is

important

in

rearing a child.
8. When respondents are grouped according to age, gender,
educational

attainment

and

significant

difference

on

religion,
the

there

perception

of

was

no

social

workers on The Social Learning Theory of Albert Bandora

in the variables; Attention, Retention, Motivation and
Reproduction. The hypothesis is not rejected.

Conclusions
A strength of social learning theory is that it takes
into account the cognitive processes involved in learning
53

(i.e. attention, retention, motivation, etc.). This means

that as an approach, it is less reductionist than other
approaches

such

as

the

cognitive

and

behaviorist

approaches. It also uses the experimental method, which

makes it more scientific and respectable as a theory. The
results

of

different

experiments

and

studies

have

had

practical applications: for example, it has helped us to

understand the role that violence in the media can have on
children.

However,

social

learning

theory

has

been

criticized for not taking into enough consideration the

role that biology (e.g. genetics) may have on behavior. It
also

doesnt

between
ideas

take

people:

of

what

for

into

account

example,

reinforcement

individual

people
consists

may
of.

differences

have

different

Lastly,

this

theory cant explain all behavior. Some people may become

criminals even though theyve never been exposed to or
observed criminal behavior, directly or indirectly.

Recommendations
Based on the conclusions, the researchers came up with
the following recommendations:

54

1. Criminology Department:
Specialized training for

students

of

Criminology,

including seminars and trainings can be adopted by the

department to give awareness to their students on the
situation of a child under social welfare and how they
could help incorporate learning as their role in the
community
2. City Social Welfare Division
The City Social Welfare Division, based on this
research can make new policies regarding social work
or can also refined their existing policies to make
a more effective and efficient service.
3. To Future Researchers:
Future
determine

researchers
the

effectiveness

may

other
that

conduct

predictor

makes

the

another
and

program

study

to

check

the

service

more

efficient. They may also conduct the same study using

different variables; this time around, researchers can
include foster parents on the study.
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