AIL 2 - CHAPTER 5: AFFECTIVE LEARNING COMPETENCIES
Distribution of Tasks
Members (GROUP Topic Distribution
5_BEED3B)
1. Importance of affective Made the content for their
Napi, Emmanuel targets assigned topic.
2. Affective traits and Made the PPTand
learning targets Handouts.
2.5 Social Relationship Provided test questions.
Targets
2.1 Attitude Targets Made the content for their
Dungo, Reina Angelie 2.2 Value Targets assigned topic.
Made the PPTand
Handouts.
Provided test questions.
2.3 MOTIVATION Made the content for their
Mercado, Maria Daniela TARGETS assigned topic.
2.4 Academic Made the PPTand
SELF-CONCEPT TARGETS Handouts.
Provided test questions.
2.6 CLASSROOM Made the content for their
Batangantang, Jannah ENVIRONMENT TARGETS assigned topic.
3. AFFECTIVE DOMAIN OF Made the PPTand
THE TAXONOMY OF Handouts.
EDUCATIONAL Provided test questions.
OBJECTIVES
Reporter: NAPI, EMMANUEL
Overview
Affect describes a number of non-cognitive variables such as persons attitude, interests, and
values. Student affect is important, and teachers can help their students acquire positive
attitudes. According to William James Popham (2003) the reason why it is important to
assess affect are: (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 successful teacher
than helping students obtain high scores on achievement tests: and (3) information
regarding students’ affect can help teachers teach more effectively on a day- to-day basis.
1. Importance of affective targets
Researchers have established to the clear link between affect and cognitive learning
(Ormrod, 2004). More proficient in problem-solving if they enjoy what they do. Good mood
and emotionally involved are more likely to pay attention. Too much anxiety obstructs
learning and greater motivation is necessary
A more positive environment fosters a 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 towards learning, respect for others, and
concerns for others.
(McMillan, 2007) Possible reasons are
1. School routines are organized based on the subject areas
2. It's tough to measure emotions accurately because they’re personal, hard to quantify, and
influenced by many factors.
Cognitive learning goals are important for all students, making emotional (affective) goals
secondary. This creates challenges in deciding which emotions (like attitudes, values, and
interests) are suitable for everyone. Defining these emotions is simple in concept but hard to
apply to all students.
● Motivation is of primary concern.
● Take such assessment seriously to provide accurate results, but still many restrain
from giving honest answer if the responses are not treated with anonymity
confidentiality.
● Students may want to please the teachers with positive responses.
● Bad day or session.
● Teacher’s bias may also contribute significantly on what maybe recorded or
perceived.
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 (examples,
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
2. Affective traits and learning targets
The word Affective refers to variety of traits and disposition that are different from
knowledge, reasoning and skills. (Hohn, 1995). It means emotion or feelings that one has
toward someone or something.
Cognitive skills are related to thinking, understanding, and learning. They involve mental
processes like problem-solving, memory, reasoning, and critical thinking. For example,
solving a math problem or understanding a concept in science.
Affective skills are related to emotions, attitudes, and feelings. They involve how a person
reacts emotionally, their motivation, and how they feel about something. For example, being
motivated to learn, having a positive attitude toward teamwork, or feeling empathy.
Reporter: DUNGO, REINA ANGELIE C.
2.1 Attitude Targets
McMillan (1980) defines attitudes as internal states that influence what student are likely to
do. The internal state can in some degree determine positive or negative favorable or
unfavorable reactions 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, and other Subjects, Drug use,
Assignments, Bullying,
Classroom rules, Cutting classes,
Teachers Dropping out
In researches conducted by social psychologists, they found that attitudes consist of three
components or contributing factors (Forsyth, 1999):
1. An affective component of positive or negative feelings.
2. A cognitive component describing worth or value
3. A behavioral component indicating a willingness or desire to engage in particular actions.
2.2 Value Targets
Generally, values refer either to end states of existence or to modes of conduct that are
desirable or sought (Rokeach, 1973). End states of existence refer to 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. And modes 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.
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 education goals.
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.
Reporter: MERCADO, MARIA DANIELA L.
2.3 MOTIVATION TARGETS
In Education, motivation can be defined as the extent to which students are involved in trying
to learn. (Mc Millan, 2007) This includes the students’ initiation of learning the intensity of
effort exerted, the students’ commitment, and the students’ persistence. In other words,
motivation is the determined engagement in learning in order to gain mastery of knowledge
or skills; students take learning seriously and give importance to opportunities to learn.
Researchers on motivation can be organized according to the Expectancy X Value
Framework (Brophy, 2004; Pintrich & Schunk, 2002). The model implies that motivation is
determined by students’ expectations, their beliefs about whether they are likely to be
successful, and the relevance of the outcome. Expectations refers to the self-efficacy of the
student. Self-efficacy is the students’ self-perception of his or her capability to perform
successfully. Values are self-perception of the importance of the performance. That is the
student see the relevance of the activity.
For example, the students evaluate the activity they engage in, if it is enjoyable or satisfying.
Will it meet some social and psychological need? (Such as self-worth, competence, or
belonging); Will it help the student meet an important goal? Like attitudes, motivation is too
ambiguous to use the general definition as an outcome because it is difficult to pinpoint the
source of lack of effort and involvement. Mc Millan (2007) suggests that motivation targets
should focus on self-efficacy and value, distinct by academic subject and type of learning
(like knowledge, understanding, reasoning).
EXAMPLES OF MOTIVATION TARGETS
1. Students will believe that they are capable of learning how to writes
simple computer programs using Java. (Self-efficacy)
2. Students will believe that it is important to know how to write simple
computer programs using Java. (value)
In assessing motivation, it is important to consider why students are learning, the reasons
students give for their actions. When students do something or engage themselves in
activities because they find the activities interesting, enjoyable, or challenging, they are
intrinsically motivated. While extrinsic motivation is doing something because it leads to a
reward or punishment. Likewise, it has been shown that students who are motivated by a
need to understand and master the task (mastery orientation) show more positive behavior
and thinking as compared to those who are doing something for the result or outcome
(performance operation).
2.4 Academic SELF-CONCEPT TARGETS
Extensive literature on self-concept and self-esteem are available for references. Most
educators refer to these characteristics when dealing with students who have problems with
school and learning. Some level of positive self-efficacy is needed for achievement (Mc
Millan, 2007). It is likely that the said aspect of self-concept is formed, at least in part, when
children experience meaningful success with moderate effort. In setting targets, it is helpful
to remember that self-concept and self-esteem are multidimensional (Marsh & Craven,
1997). There is the bodily self, an athletic self, a mathematical self, a social self and others.
Each person has a self-description in each area that forms one’s self-concept or self-image.
Moreover, individuals have a sense of self-disregard, self-affirmation, and self-worth in each
area (self-esteem).
In assessing the academic self-concept, universal self-concept, and self-esteem targets
must be avoided including self-description and an evaluation of that description. General
self-concept measured through attitudes and motivations is not beneficial since general
self-concept are from areas not directly related to academic learning. Through specifying
academic self-concept or self-concept in academic ability a more valid indication of what
students think of themselves as learners will be known. In addition, it is also helpful where
students draw the line between descriptions of themselves and if they like those
descriptions. For cases of more serious mental or emotional problems, a general measure
may be needed, however, it is best to leave those kinds of assessments for such cases to
school psychologists or counselors.
Reporter: NAPI, EMMANUEL
2.5 Social Relationship Targets
Social interaction is a key element of knowledge construction, active learning, and deep
understanding (Borich & Tombari, 2004).
A complex set of interaction skills, including identification of and appropriate responses to
social indications, defines social relationships.
Reporter: BATANGANTANG, JANNAH S.
2.6 CLASSROOM ENVIRONMENT TARGETS
In every classroom there is a unique climate that is felt at every point in time. Some manifest
a comfortable atmosphere, others have a relaxed and productive ambiance. As a result
there are classes that are happy and content while others are serious and tense due to the
effect of the classroom climate. It follows that students behave differently as dictated also by
the classroom climate, some show warm and supportive class others register as cold and
rejecting. All these are what is known as classroom environment, classroom climate, or
classroom culture.
CHARACTERISTICS
Affiliation- The extent to which students 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 tasks.
Cohesiveness- The extent to which students share norms and expectations.
Competition- The emphasis on competition between students.
Favoritism - Whether each student enjoys the same privileges.
Influence - The extent to which each student influences classroom decisions.
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
teachers is honest and authentic.
Warmth - The extent to which students care about each other and show concerns
One of the relevant inputs to improve classroom environment is to compare students'
perspective with those of teachers' perspective as far as classroom ambiance. For example
the students perceive that there is a need to establish a more positive classroom
environment while on the other hand, the teacher sees that the classroom environment is
more positive.The difference on the perceptions of the students and the teachers with
respect to the level of positivity of the classroom environment is a good source of the
information to identify what areas to improve in the classroom environment so as to
maximize student learning
3. AFFECTIVE DOMAIN OF THE TAXONOMY OF
EDUCATIONAL OBJECTIVES
In 1964, David R. Krathwohl, together with colleagues, extended bloom's taxonomy of
educational objectives by publishing the second taxonomy of objectives, this time giving
emphasis on the affective domain. Krathwohl and his collaborators attempted to subdivide
the effective realm into relatively distinct divisions. Five different levels of affective were
described in the affective taxonomy. These levels are described in the following.
Receiving (Attending) - Concerned with students sensitivity to the existence of certain
phenomena and stimuli that is with students willingness to receive or to attend to this stimuli.
Responding - Concerned with responses that go beyond merely attending to phenomena.
Students are sufficiently motivated that they are not just willing to attend but are actively
attending.
Valuing - Reflects the students' holding of a particular importance or value.
Students display behavior with sufficient consistency in appropriate situations that are
perceived as holding this value.
Organizing- Students successively internalize values, they encounter situations in which
more than one value is relevant. This requires the necessity of such that certain values
exercise treater control.
Characterizing by a Value or Value Complex - Internalization has taken place in an individual
ls value hierarchy to the extent that he or she can be characterized as holding a particular
value or set of values.
