Identification of Affective Domain skills of Secondary

School Students and Factors affecting the Skills

Mehvish Pervez
Roll # 202
Ph.D Education
Introduction
Mostly mental abilities and functions are the focus of the learning process
but one learns behaviours, attitudes and physical skills as well as mental
skills simultaneously.
Bloom (1956) divided the taxonomy into three domains that includes
cognitive domain, affective domain and psychomotor domain.
For totality of student’s education, development in all these domains is
important.
Krathwohl, Bloom & Masia (1964) arranged affective domain into five level
taxonomy that is according to complexity (Olatunji, 2013). Krathwohl et al.,
(1964) defined the affective domain with contrast to cognitive domain so:
“In the cognitive domain we are concerned that the student shall be able to do the task when
requested.. In the affective domain we are more concerned that he does do it when it is
appropriate after he has learned he can do it”(p.60).
Behaviour includes both body positioning, facial expressions, is related
to accompany cognition and feelings. Therefore, affective domain
includes behavioural, cognitive and physiological process.

It also discriminate or give awareness of self or emotions of others,

capability to attachment of emotions to others, and ability to regulate
the emotion (Brettetal, 2008).

Hewitt, Lese & Hall (2007) mentioned that the affective domain
process and skills are ordered from simple to complex and learning
skills can be improved by practicing intentionally and assessment;
furthermore, when skills in this domain will grow, these become the
reason of increasing and enhancing the learning skills in other domains.
 •Exploring self
•Exploring Receiving
surroundings
•Experiencing
emotions
•Emoting
Respondin •Addressing life’s
g challenges
•Leverage life’s
Affective Domain success
&
Skills •Valuing self Valuing
(Hewitt et al., 2007) •Valuing natural laws
•Cultivating values

•Regulating self
•Managing
Organizing performance
•Managing emotions

•Synergizing feelings
•Facilitating personal
developments
•Challenging self
Characterizing
Affective domain cannot be prioritized by the researchers with the common
consensus. But while teaching, teacher must plan the instruction in this regard.
Bohlin (1998) found that teachers usually plan instruction in values, anxiety,
and attitude and motivation categories.
Russel (2004) found the link between the affective domain and environment
that facilitate learning. Climate of an educational institutes effected by the
leadership style, adopted by the head and it also influence the other activities
that conducted under the premises of that leader (Abroampa, 2020).
 Teacher has been seen that students imitate or mimic as their favourite or not
favourite teacher dresses, speaks or walks in front of other students in same
issue. For example students will be timid and passive if they will be
intimidates by the teacher (Abroampa, 2020).
Moreover, interactive techniques and strategies carried out in the class enable
the students to have some affective elements (Abroampa, 2020).
Statement of the problem
Mostly, mental abilities and functions are the focus of the learning process, but one learns behaviours,
attitudes and physical skills as well as mental skills side by side. Despite being aware that affective
domain in learning behaviour is important, educators are not paying much attention to this domain.
As a Pakistan is an Islamic country it is expected from the youth to behave according moral way that
is prescribed by the Islam. Despite being an Islamic country today the youth is modelling an
inappropriate behaviours and emotions that is leading them towards disaster.
Thus, current study is being conducted to identify the affective domain skills of the students and
determine the factors that are affecting the effective domain skills.
Significance of the study
 Affective domain has given less attention in the literature by the educators. As Students learns
attitudes, behaviours, physically skills and mental skills side by side. That is why affective domain
should be given equal importance. As the current study will be carried out to identify the affective
domain skills of the secondary school students and factors that affect the affective domain skills.
 This study will be beneficial for teacher, students, and principals and as well as stake holders. It will
inform them about what skills students have achieved. Thus, teachers, parents and school authority
will jointly make a census about it.
 It will also inform them about the factors that hinder the affective domain skills, in result they can
take steps to minimize the effect of factors or design the learning environment in such a way that it
will minimize the effect of the factors that hinder the affective domain skills of the secondary students.
 This study will inform the policy makers to also take in account affective domain while making
further educational policies, as affective domain cannot be ignored equally as a cognitive and
psychomotor domain.
 This study will also become paradigm for the future research in this field. This will help out the future
researchers to use it as model for their research. They can further conduct research on upper secondary
level or university level to identify the affective domain skills of the students.
Objectives
 To determine the affective domain skills secondary level students have achieved.

 To find out the gaps between stated objectives in curriculum and assessment of affective domain.

 To determine the factors that effects the affective skills of secondary level students.
Questions
 What are the affective skills that students of secondary level possess? (Objective1)
 Is there any difference among affective skills in Male and females students at secondary students?
(objective 1)
 What are the objectives related to affective domain skills in curriculum of secondary level? (objective
2)
 Is there any gap between stated objectives and assessment of affective domain skills of secondary
level students? (objective 2)
 What are the factors that are effecting the effective domain skills of the students (objective 3)
 Is there any relationship between affective domain skills and teacher behavior?(objective 3)
Materials and Methods
The aim of the study is to identify the affective domain skills of the secondary school students. For this
purpose Mixed method research design will be used.

 Population of the study

Secondary level students and teachers from Faisalabad division will be considered as the population
of the study.
 Sample and sampling Technique

Multistage sampling will be used to determine the sample size from division Faisalabad.
Cluster sampling will be used to select all the districts from Faisalabad. Later by using
cluster sampling cluster of private and public secondary schools will be selected from each
district. After selecting cluster of Public a private school from each district’s by using
proportional sampling, 10% both Public and Private Secondary schools will serve as the
sample of the study.
Cont.
 Research instrument
Researcher will develop two instruments one for students that will be divided into two parts. One part
of the instrument will include questions related to the affective domain skills to know about the
affective skills and level of affective domain that students have achieved, it will consist of open ended
questions. Second part of the instrument will include the close ended questions by using five point
Likert scale, will determine the factors that can affect the affective skills. Second instrument will be
developed for the teachers for validation of the first instrument results.
 Validity and reliability
Validity of the instrument will be checked by the experts and later pilot study will be conducted to
check the reliability of the instrument. To check the reliability, Cranach’s Alpha will be used.
Cont.
Data collection
Data will be collected by the researcher into two phases. In first phase researcher will submit the consent letter to
the head of the secondary schools and will inform them about their purpose of the research. Researcher will conduct
survey after receiving the permission from the head, questionnaire will be administered by the students and structured
interviews will be conducted from teachers to validate the students data. Interviews are usually a direct conversation
that occur between researcher and research participant (Gubrium & Holstein, 2002).In second phase researcher will
conduct a document analysis to will find out objectives and later in summative assessment, questions that measure
affective domain skills, to find out the gap between stated objectives and assessment of affective domain of the
secondary level students.
Data analysis
Qualitative data of both Phases will be analysed separately. Framework analysis will be used to analyse the
qualitative data of as the main focus of the frame work analysis is to organize and research data in order to discover
the salient themes, for this purpose NVivo will be used. While descriptive analysis will be used to analyse the close
ended questions to know the factors that are effecting affective domain skills of secondary level students, for this
SPSS will be used. Document analysis will be used to identify the objective related to Affective domain skills in the
secondary level curriculum and summative assessment later both will be analysed to see the gaps between stated
objectives and assessment of the affective domain skills.