Affective Learning

Competencies
Chapter 5
 Learning Outcomes

At the end of this chapter the students should be able to:

1. Define the different concepts related to assessing affective learning
outcomes;
2. Determine different levels of affective domain;
3. Differentiate the three methods of assessing affective learning outcomes;
4. Formulate objectives in the affective domain.
Affect
- a number of non-cognitive variables such as a person’s
attitude, interests and values.
According to William James Popham (2003), the reasons why i

1. Educators should be interested in assessing affective variables because these

variables are excellent predictors of students’ future behavior,

2. teachers should assess affect to remind themselves that there’s more to being a succes

3. Informationregardingstudents’affectcanhelpteachersteachmore
effectively on a day-to-day basis.
Importance of Affective Targets
• Students are more proficient in problem-solving if they enjoy what they
do.
• A more positive environment fosters good student engagement and
learning than in a classroom with negative climate (Fraser, 1994).
• Motivation and involvement of students in learning activities are affected
by students’ attitude toward learning, respect for others, and concern for
other.
Why most teachers do not utilize any kind of
formal affective assessment?
• School routines are organized based on subject areas; and
• Assessment of affective targets is fraught with
difficulties.(McMillian,2007).
• Many potential sources of error in measuring affective traits often
result in low reliability.
Positive Affective Traits and Skills are Essential
for:
• Effective learning
• Being an involved and productive member of our society
• Preparing for occupational and vocational satisfaction and productivity
(ex; work habits, willingness to learn, interpersonal skills)
• Maximizing the motivation to learn at present and in the future
• Preventing students from dropping out of school
Affective Traits and Learning Targets
• The word affective refers to variety of traits and dispositions that are
different from knowledge, reasoning, and skills (Hohn,1995).
• Technically, this term means the emotions or feelings that one has toward
someone or something.
• Nevertheless, attitudes, values, self concept, citizenship, and other traits
are usually considered to be non-cognitive, include more than emotions or
feelings.
 Affective Traits

Trait Description

Attitudes Predisposition to respond favorably or unfavorably to specified

situations, concepts, objects, institutions, or persons
Interests Personal preference for certain kinds of activities

Values Importance, worth, or usefulness of modes or conduct and end states of

existence
Opinions Beliefs about specific occurrences and situations
Preferences Desire to select one object over another
Motivation Desire and willingness to be engaged in behavior including intensity
of involvement

Academic self-concept Self-perception of competence in school and learning

Self- esteem Control

Locus of
Attitudes failure is controlled by the students or by external influences.

toward

oneself;

degree of
self-
respect,

worthiness, or
desirability of
self-concept
Self-perception
of whether
success and
Emotional Development Growth, change, and awareness of emotions and ability to regulate
emotional expression
Social relationships Nature of interpersonal interactions and functioning in group setting

Altruism Willingness and propensity to help others

Moral Development Attainment of ethical principles that guide decision-making and

behavior
Classroom Development Nature of feeling tones and interpersonal relationship in a class
 Learning Targets

1. Attitude Targets
2. Value Targets
3. Motivation Targets
4. Academic Self-Concept Targets
5. Social Relationship Targets
6. Classroom Environment Targets
1. Attitude Targets

• McMillan(1980)defines attitudes as internal states that influence

what students are likely to do.
• The internal state can in some degree determine positive or negative or
favorable or unfavorable reaction toward an object, situation, person
or group of objects, general environment, or group of persons.
• In a learning institution, attitude is contingent on subjects, teachers, other
students, homework, and other objects or persons.
A Positive Attitude Toward A Negative attitude Toward

Learning Cheating
Math, Science, English other subjects Drug use
Assignments Bullying
Classroom rules Cutting classes
Teachers Dropping out
Three Components of Attitudes (Contributing Factor)

• Affective Component
• consists of the emotion or feeling associated with an object or a person
• Cognitive Component
• is an evaluative belief (such as thinking something as valuable,
useful, worthless, etc.).
• Behavioral Component
• is actually responding in a positive way.
2. Value Targets

• End states of existence

• refer to a conditions and aspects of oneself and the kind of world that a
person wants such as safe life, world peace, freedom, happiness, social
acceptance, and wisdom.
• Mode of conduct
• are manifested in what a person believe is appropriate and needed in
everyday existence such as being honest, cheerful, ambitious, loving,
responsible, and helpful.
Value Sample Value Target

Honesty Students should learn to value honesty in their dealing with others.
Integrity Students should firmly observe their own code of values.
Justice Students should support the view that all citizens should be the recipients
of equal justice from government law enforcement agencies.

Freedom Students should believe that democratic countries must provide the
maximum level of freedom to their citizens.
• McMillan(2007) suggested that in setting value targets, it is necessary to stick to non-
controversial and those that are clearly related to academic learning and school and
department of educational goals.
• McMillan (2007) and Popham (2005) suggested other non-controversial values (aside
from those mentioned) like kindness, generosity, perseverance, loyalty, respect,
courage, compassion, and tolerance.
• It is better to an excellent job assessing a few important traits than to try to assess
many traits casually.
3. MOTIVATION TARGET

• Expectancy X Value Framework

• implies that motivation is determined by students' expectation, their
belief about whether they are likely to be successful, and the
relevance of the outcome.
• Expectations
• refers to the self efficacy of the students.
• Values
• are self-perception of the importance of the performance
2 Kinds Of Motivation
• Intrinsic Motivation
• when students do something or engage themselves in activities
because they find the activities interesting, enjoyable, or challenging.
• Extrinsic Motivation
• is doing something because it leads rewards or punishment.
4. Academic Self-concept Targets

• Self-concept and self-esteem are multidimensional.

• Each person has a self-description in each area, that form one's
self- concept or self image.
• Moreover, individuals have a sense of self regards, self affirmation,
and self worth in each area.(self-esteem)
5. Social Relationship Targets

• A complex set of interaction skills,including identification of and appropriate

responses to social indication,defines social relationship.

peer relations friendship

cooperation taking
collaboration
a stand conflict resolution assertiveness
functioning in group empathy
Pro social behavior*
Social Relationship Target Concern Example

Peer Relationship showing interest in others Students will share their ideas in a small
listening to peers group discussion
sharing to a group
contributing to group activities

Cooperative Skills Sharing Criticizing constructively

Listening
Volunteering ideas and suggest
ion
supporting and accepting other
s' ideas
Taking turns
 Students will
demonstrate that
they are able to
negotiate with
others and compro
mise
6. CLASSROOM ENVIRONMENT TARGET

In every classroom there is a unique climate that is felt at every point

in time. Some manifest a comfortable atmosphere, others have relaxed and
productive ambiance. As a result there are classes that are happy and content
while others are serious and tensed due to the effect of the classroom
climate. It follows that students behave differently as dictated also by the
classroom climate, some shows warm and supportive class while others
register as cold and rejecting.
 Characteristics Descriptions

Affiliation The extent to which student like and accept each other

Involvement The extent to which students are interested in and engaged in learning

Task Orientation The extent to which classroom activities are focused on the completion
of academic task

Cohesiveness The extent to which students share norms and expectation.

Favoritism Whether each student enjoys the same privileged

Friction The extent to which students bicker with one another

Formality The emphasis on imposing rules

Communication The extent to which communication among students and with teacher i
s honest
Influence
and authentic.
The extent to which each student influences classroom
d

Warmth The extent to which students care about each other and show concern
Affective Domain of the Taxonomy
of Education
• In 1964, David R.Krathwohl, together with his colleagues, extended
Bloom's Taxonomy of Education Objectives by publishing the second
taxonomy of objectives, this time giving emphasis on he affective domain.
• Krathwohl and his collaborators attempted to subdivide the affective realm
into relatively distinct divisions.
KRATHWOL’S TAXONOMY OF AFFECTIVE
LevelODescriptionExample

D MAI

Receiving Concerned with student's sensitivity to the existenc e Students does math
(Attending) of certain phenomena and stimuli that is, with ematics activities for
student's willingness to receive or to att end to this grades
stimuli
It is categorized in three subdivisions that shows th e
different levels of attending to phenomena Awareness of
the phenomena
Willingness to receive the phenomena Controlled or
selected attention to phenomena
 Description Examples

Responding Concerned with responses that go beyond merely atten Student gives speci
ding to phenomena.al attention to the di
Students are sufficiently motivated that they are not scussion of Mathe
just “willing to attend” but are actively attending. matics lessons to be
able to answer the
activities