ABSTRACT
This chapter outlines few groups of factors that interact to affect successful, and unsuccessful, learning outcomes. These include those components which relate to learner competencies and skills, to the content being taught, the physical setting in which learning occurs and those which relate to the instructor. The first set of factors to consider are those related to the student who is the primary target of Process-Based Instruction (PBI). The PBI approach emphasizes the interdependence of components and the influence of these interactions on learning and problem-solving performance. The challenge for teachers is the identification of the individual student's strengths and weaknesses, and the cultivation of classroom practices that can assist all students. In addition to the facilitating interactions between the learner and the curriculum content, success in the classroom is also dependent upon the environment in which learning and problem-solving occurs. Some writers have referred to classroom climate or quality of life within the classroom as governing educational outcomes.
