Abstract
The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the curriculum, textual content and class activities. Moreover, the teachers also did not demonstrate the required empathetic and pro-social skills in classrooms. The regular English lessons depicted a highly cognitive focus and proved teachers as inadequate role models for the said skills. Data from parents' questionnaires revealed that the stated skills were taught in theory and not in practice. However, when integrated cognitive-affective lessons were used, they brought forth a significant increase in student interest in academic work and raised awareness about the stated themes. The study was significant in terms of raising the importance of the stated skills in an educational set up and proved that a cognitive-affective approach in schools could prepare helpful and caring individuals for the society.
Highlights
They declared the curriculum as academic driven. This was reiterated by the deputy curriculum developer in her interview. They further claimed that E & P skills were taught through plain moral lessons and deductive teaching, it had no positive impact on students
The findings of Part I of the study led to the conclusion that the English language curriculum, textual materials, class lessons, teacher behavior did not manifest the presence and manifestation of E & P themes and skills
The findings of Part III of the study, revealed that cognitive-affective lessons led to more enlivened classrooms
Summary
Affective education occupies key space in education. It endeavors to enhance students’ growth in attitudes, interests, character, values, and other areas within the social-emotional domain. The division of education into the above categories is part of a well-structured plan, the transformation of them in the school curriculum usually fragments them into an inequitable balance. This mainly means that the curricula of schools are usually framed keeping in view the cognitive or the knowledge domain.
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