AFFECTIVE LEARNING

COMPETENCIES
PRESENTED BY; IMEE CONCEPCION P. LINDO
Learning Outcomes

At the end of this lesson the students should be able to

1. Define the different concepts related to assessing affective learning outcomes;

2. Determine different level of affective domain;

3. Differentiate the three methods of assessing affective learning outcomes

4. Formulate objectives in the affective domain.

AFFECTS
 Affects is a number of non-cognitive variables such as a person’s attitude, interest,
and values.

ACCORDING TO WILLIAM JAMES POPHAM (2003)

The reason why it is important to assess affects are:

1. Educators should be interest in assessing affective variables.

2. Teachers should assess affect to remind themselves .

3. Information regarding students affect.

IMPORTANCE OF AFFECTIVE TARGETS
 Students are more proficient in problem solving if they enjoy what they do.

 Students who are in good mood and emotionally involved are more likely to pay
attention to information, remember it meaning fully and apply it.

 Too much anxiety obstructs learning and greater motivation in necessary for maximum
performance.

 A more positive environment fasters good students engagement and learning than in a
classroom with negative climate( Praser, 1994)
Why most teachers do not utilize any kind of formal
affective assessment?

 School routines are organized based on subject areas;

 Assessment of affective targets if fraught with difficulties.

(McMillan,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 for

example 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
form our knowledge , reasoning, and skills( Hohn, 1995).

 Technically, this term means the emotions of feelings that one has toward
something or someone .
 Different Effective traits and its corresponding description:

TRAIT DESCRIPTION
Attitude 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 the
intensity of involvement
Academic Self-Concept Self-perception of competence in school and learning
 Different Effective traits and its corresponding description:

Self-Esteem Attitudes toward oneself; a degree of self-respect, worthiness, or

desirability of self-concept
Locus of Control Self-perception of whether success and failure is controlled by the
student or by external influences
Emotional Development Growth, change, and awareness of emotions and the ability to
regulate emotional expression
Social Relationships Nature of interpersonal interactions and functioning in a 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 TARGET
1. Attitude Target

McMillan (1980) defines attitude 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 reactions toward an object, the general environment or group of persons.

THREE COMPONENTS OF ATTITUDE

 Affective Component – consists of the emotion or feeling associated with an object or a person.

 Cognitive Component – is an evaluation belief.

 Behavioral Component – is actually responding in a positive way.

2. Value Target

- It refers 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.

3. Motivation Targets
 It implies that motivations is determined by students expectation, their belief about
whether they are likely to be successful in the future and the relevance of the
outcome.

 Intrinsic Motivation – when students do something or engage themselves to do

something enjoyable.

 Extrinsic Motivation – is doing something because it leads rewards or punishment.

4. Academic Self- Concepts Targets
 Self concept and self esteem are multidimensional.

 Each person has a self description in each area, that form ones self concept or self
image

5. Social Relationship Targets

- A complex set of interaction skills, including identification of an appropriate

response to social indication, defines social relationship
6. Classroom Environment Targets
 In every classroom there is a unique climate that if felt at every point in
time. 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.
There are some characteristics of classroom
environmental target:

Affiliation Friction

Involvement Formality

Task Orientation Communication

Cohesiveness Warmth

Favoritism
AFFECTIVE DOMAIN OF
THE TAXONOMY OF
EDUCATIONAL
OBJECTIVES
Taxonomy of Educational Objectives
What is Affective Domain?

 The affective domain includes manner in

which we deal with things emotionally, such
as feelings, values, appreciation,
enthusiasms, motivation, and attitudes.
Affective Domain Objectives
David Krathwohl’s Five Level Taxonomy of
Objectives:
RECIEVING
RESPONDING
VALUING
ORGANIZING
CHARACTERIZATION
THANK YOU