Affective Domain-

Introduction-
The affective domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, motivations, and attitudes.
Teachers can increase their effectiveness by considering the affective domain in planning
course delivery lectures and activities and assessing students learning.
The affective was proposed by Krathwohl, bloom, masia in 1973

Definition-
The affective domain describes the way people react emotionally and their ability to feel
another living thing pain or joy. Affective objectives typically target the awareness and
growth in attitudes, emotion, and feeling”

Purpose of affective domain-

The affective domain refers to the tracking of growth in feeling or emotional area throughout
the learning experience. In order to be most effective, learning objectives labelled using this
domain need a very clear instructional intention for growth in this area specified in the
learning objectives.

Assessment of the affective domain or attitudinal scale-

1. Linkert scale
2. Sematic differential scale
3. Guttman scale
4. Thurstone scale

1. Likert scale-
It is also called summated rating scale a number of statements are developed with
respect to a topic and respondents can strongly agree be neutral disagree with
specific dimension some statements are positively negatively worded.

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 Sample Likert scale item
Only us citizens should be allowed to own broad casting is bad for business.
RESPONS SCORE Assigned
----------Strongly agree 5
----------Agree 4
----------Neutral 3
----------Disagree 2
----------Strongly disagree 1

2. Sematic differential scale-

Another commonly used scaling procedure is the sematic differential technique.
As originally conceived by Osgood, such and this technique is used to measure the
meaning an item has for an individual. To use the technique a name or a concept
is placed at the top of a series of seven points scale anchored by bipolar attitudes.
Strictly speaking the sematic differential technique attempts to place a concept in
sematic space using an advanced multivariate this technique is used to measure
the meaning an item has for an individual.

Sample from for applying the sematic differential technique

Time magazine
Biased -----: -----: ------: -------- unbiased
Trustworthy -----: ------: -------- untrustworthy
Valuable ---------: ------: -------- Worthless
Unfair ---------: ------: -------- Fair

3. Guttman scale-
Guttman scaling also called scalogram analysis is based on the idea that items can
be arranged along a continuum in such a way that a person who agree with an item
or finds an item acceptable will also agree with or final acceptable all others items
expressing a less extreme position.

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 the Guttman scale for analysis: Analysis of Guttman scale is the most
important step. The answers received for various statements can be represented in
a Matrix.

Statement
Respondent Statement 1 Statement 2 Statement 3 Statement 4
5

5 Yes Yes Yes Yes Yes

10 Yes Yes Yes Yes –

15 Yes Yes Yes – –

16 Yes – – Yes –

20 Yes Yes – – –

21 – – – – –

4. Thurstone scale-
Thurstone scale is also called equal appearing interval scales. It is used to track
respondent’s behavior attitude or feelings towards a subject. This scale consists of
statements about a particular issue of topic where each statement has a numerical
attitude towards the topic as favorable or unfavorable. Thurstone scales: The
Thurstone scale is made up of statements about a particular issue and each statement
has a numerical value indicating the respondent’s attitude about the issue, either
favourable or unfavourable

5 Levels of the affective domain-

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1. Receiving: -

One is expect to be aware of or to passively attend to certain stimuli or

phenomena. Simply listening and being attentive are the expectations.
Exam- Listen to others with respect. Listen for and remember the name of newly
introduced people.

Example-
 Listening to discussions of controversial issues with an open mind.
 Respecting the rights of others.
 Listen for and remember the name of newly introduced people.

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2. Responding-

One is required to comply with given expectations by attending or reacting to

certain stimuli. One is expected to obey, participate, or respond willingly when
asked or directed to do something.

Example- Participate in class discussions. Gives a presentation questions new

idea, concepts, models, etc. in order to fully understand them. Know the safety
rules and practices them.

3. Valuing: -

Display behaviors consistent with a single belief or attitude in situations where

one is neither forced nor asked to comply. One is expected to demonstrate a
preference or display a high degree of certainty and conviction.

Example- Demonstrate belief in the democratic process is sensitive towards

individual and cultural differences. Show the ability to solve the problem. process
a plan to social improvement and follows through with commitment informs
management on matters that one feels strongly about.

4. Organization: -

Commitment to a set of values. This level involves

1) Forming a reason why one values certain things and not others
2) Making appropriate choices between things that are and are not valued. One is
expected to organize likes and preference in to a value system and then to
decide which ones will be dominant.

Example-
 Recognizing own abilities, limitations, and values and developing
realistic aspirations.
 Accept responsibility for one’s behavior.
 Explain the role of systematic planning in solving problems.
 Accepts professional ethical standards.
 Prioritizes time effectively to meet the needs of the organization,
family, and self.

5. Characterization: -

All behavior displayed is consistent with one’s value system. Values are
integrated into a pervasive philosophy that never allows expressions that are out

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character with those values. Evaluation at this level involves the extent to which
one has developed a consistent philosophy of life

Example-
 A person’s lifestyle influences reactions to many different kinds of
 Situations
 Shows self-reliance when working independently.
 Uses an objectives approach in problem solving.
 Revises judgments and changes behavior in light of new evidence.

Affective domain role in learning-

The affective domain includes factors such as student motivation, attitudes,

perceptions and values. Teacher can increase their effectiveness by
considering the affective domain in planning courses, delivering lectures and
activities, and assessing student learning.

Technique of the affective domain-

As the affective domain is concerned with student attitudes and beliefs, one
goal for teachers should believe that mathematics is useful, interesting, and
tangible. In addition, teachers should promote self-confidence by helping all
students experience success in the classroom.

How important is affective domain in learning-?

The affective domain in the classroom. As science faculty, we naturally
emphasize the cognitive domain in our teaching … yet the affective domain
can significant enhance inhibit or even prevent student learning. The affective
domain includes factors such as student motivation, attitudes, perceptions and
values.

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Conclusion-

The affective domain part influenced in moral decision-making scenarios and

concludes that moral emotions can apply impressive impact on an individual’s
arrangement of moral issues including socio-scientific issues as sympathy and
other emotions can direct issue construal.

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 Bibliography

1. Shabbeer p. Bhaskar (2015), text book of nursing education, publisher EMMESS,

Edition First.
2. Jaspreet Kaur siddhi, comprehensive text book of nursing education publisher jape
brothers. Edition first (2017)
3. Nina Bhaskar, text book of nursing education, publisher EMMESS, seventh editions.
4. Neerja, K.P (2008) nursing education. First edition Noida, japes.
5. WWW.Google. Com
6. WWW. Wikepedia.com.