Affective Domain Of Learning Research Articles

Creating and sharing linear algebra metaphors as an assessment for engaging students beyond the cognitive domain

In this research, we investigated how a summative assessment of creating and sharing metaphors for linear algebra concepts supported undergraduate students’ affective, behavioral, and cognitive engagement. All seven research participants were enrolled in an introductory linear algebra course designed to develop students’ geometric understanding of linear algebra concepts in R2 and R3. Using embodied cognition and an engagement framework, we analyzed students’ written responses and video-taped their focus group discussion. Our findings suggest that this summative assessment (a) privileged mathematical aesthetics and the affective domain of learning, (b) engaged students in binding formal aspects of linear algebra concepts with metaphors that they enacted via embodiment, and (c) was an opportunity to demonstrate learning and higher-order cognition. Thus, illustrating that assessments can focus on aesthetic and affective domains of mathematics while simultaneously integrating serious mathematical cognition. We conclude by offering adaptations of this assessment for other mathematics courses.

Continuing Medical Education (CME) on the Family Adoption Program

The Family Adoption Program has been incorporated into the MBBS curriculum starting from the 2021-22 batch. This change in the curriculum aims to align it with competency-based medical education and ensure comprehensive coverage of cognitive, affective, and psychomotor domains of learning. The objective of the program is to enhance the accessibility of healthcare services to the rural and underserved people. This is necessary because the existing healthcare facilities in our country are primarily located in urban regions, while the rural areas have a higher concentration of population but limited health care facilities as well as poor access to healthcare. [1] A two-hour session was conducted under the banner of pre-conference CME of JHIAPSMCON 2024 on the topic- Family Adoption Program: A roller coaster ride. There were about 30 participants representing nine medical colleges of Jharkhand. The session was chaired by two faculty from an autonomous Government institution of the state. The agenda for discussion were the brief introduction on Family Adoption Program, its implementation, the role of health camp in FAP and ways in which students may be engaged in health camp and lastly the strengths, weaknesses, opportunities and challenges of the program. The intention was to share the experience of FAP implementation at Manipal Tata Medical College and also exchange of ideas and experiences by all other institutions. The perspective of faculties from other institution were also discussed. [2] There were four resource person for the session which continued one after the other with a brief discussion with the participants at the end of each sub-session.

Teaching Competency in the Affective Learning Domain of Physical Education Recognized by Pre-service Elementary Teachers

Teaching Competency in the Affective Learning Domain of Physical Education Recognized by Pre-service Elementary Teachers

Connecting Mindfulness and the Affective Learning Domain

In a difficult post-pandemic world, far too many students report feelings of loneliness, anxiety, and depression. In response to this mental health crisis, educators increasingly emphasize affective or social and emotional learning. Mindfulness practices, implemented in and outside of the classroom, are potentially valuable affective learning tools.

Teaching and Learning About the Transgender Population: Student Reflections.

Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary. An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections. Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience. The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Student Engagement in an Online Class

The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.

A Taxonomic Approach on Learning Areas

This study conceptualizes human beings as both bio-psychic and socio-cultural entities. It specifically emphasizes and evaluates Benjamin Bloom’s taxonomy of cognitive, affective, and psychomotor learning domains based on the existing literature. Subsequent taxonomies, proposed after Bloom’s, provide substantial benefits for planning and curriculum development aimed at enhancing student learning outcomes, which are as unique as their fingerprints. This theoretical evaluation is poised to make significant contributions, particularly by offering guidance to teachers.

The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University

The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alignment with learning outcomes, are discussed. Challenges faced by lecturers in preparing clear and objective assessment criteria are acknowledged, yet the benefits of authentic assessment in fostering 21st-century skills are emphasized. The study concludes that authentic assessment under the Merdeka Curriculum offers a more comprehensive evaluation approach, encompassing not only knowledge but also skills and attitudes, thus providing students with diverse opportunities to showcase their abilities. Keywords: authentic assessment, speaking, MBKM Curriculum

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

Analysis of Students’ Climate Change Learning Using the Affective Domain of Learning

Objective: To assess the influence of affective actions on senior high school students' perceptions and behaviors regarding climate change, including mitigation, adaptation, and policy support; and provide insights for educators, administrators, and policymakers on integrating affective learning strategies into climate change education to promote long-term engagement and action. Theoretical framework: This study is anchored on the Affective Domain of Learning by Krathwohl, Bloom, and Masia (1964). Method: This study utilizes a descriptive design using a survey instrument that was implemented to the selected Senior High School students in Region 11 and 12, Philippines. Results and conclusion: The gathered data suggest that senior high school students have a strong grasp of climate change, particularly emphasizing the affective aspect of learning. Implications of the research: The implication of this research is that senior high school students possess a strong understanding of climate change's affective aspects, suggesting the effectiveness of educational efforts in engaging students on this topic. Addressing the identified weak correlation between valuing and characterization could enhance climate change education by providing clearer guidance on integrating personal values with the development of individual philosophies, ultimately fostering comprehensive awareness and action among students.

Teaching Physical Education Post-COVID-19: Curriculum, Instruction, and Assessment

Purpose: While numerous studies have explored the challenges of teaching physical education during COVID-19, there is a gap in research on physical education post-COVID-19. Therefore, this study aimed to examine physical education practices post-COVID-19, focusing on the changes in curriculum, instruction, and assessment. Method: A mixed method with a concurrent triangulation design was utilized in this study. The participants included 94 physical education teachers. Descriptive statistics were used to analyze quantitative data, while open and axial coding techniques were employed for qualitative data analysis. Results: The results underscore the shifts in the emphasis on the three learning domains in curriculum, instruction, and assessment across various time periods, with a focus on the affective learning domain in postpandemic physical education. Discussion/Conclusions: This study provides insights into teaching physical education post-COVID-19, including adaptation to physical education practice, enhancement of student affective learning, continuity in physical activity promotion, and integration of technology.

Predictors of academic achievement in distance learning for Sudanese nursing students

Objective: To investigate the factors that influence undergraduate Sudanese nursing students' academic achievement. Methods: An online survey was conducted among 235 Sudanese nursing students using several scales and questionnaires to assess cognitive, affective, and psychomotor domains of academic achievement, self-regulated learning (S.R.L.), engagement, academic stress, and grade point average (GPA). A hierarchical multiple linear regression model was used to identify the predictors of academic achievement. Results: Academic achievement was significantly correlated with SRL (r = 0.588, p<0.001), engagement in distance learning (r = 0.476, p < 0.001), academic stress (r = 0.355, p<0.001), and GPA (r = 0.162, p=0.02). No significant correlation was found between academic achievement level and demographic or learning experience variables, participating in a learning support program, voluntary study meetings, and receiving learning counseling. Engagement in distance learning and SRL were identified as significant predictors of academic achievement, with adjusted R2 values of 0.216 and 0.377, respectively. Conclusion: The study highlights the importance of engagement in distance learning and SRL among Sudanese nursing students in the context of distance learning. The nursing institutions need to develop effective strategies to enhance students' engagement and SRL skills to promote academic success in distil learning.

Evaluating Student Attitudes and Behaviors through SEAL to Achieve Holistic Development in Engineering Education

Abstract--Education in engineering not only focuses on knowledge and technical skills but also ensures equal importance to the personal and interpersonal skills. It should also place a strong emphasis on guiding students' behaviors and attitudes, which are crucial for their development as professionals and contributions to society. While engineering education often device assessment strategies on cognitive and psychomotor skills it might be difficult to evaluate and improve emotional and attitudinal aspects. This article proposes a Social Emotional (SE) cum Active Learning (SEAL) pedagogical strategy to cult this gap and experimented for its succession among Vernacular, Vocational and non-computer background students admitted in the academic year of 2019 in computer science engineering department. Various domains such as CDIO (Conceive, Design, Implement, and Operate) framework, the Affective Domain of teaching, Social and Emotional Learning (SEL) are all considered on devising SEAL, and a list of planned activities from the first to the end of semester is recommended for long term behavioral monitoring and assessment. The SEAL is exercised to gauge and improve students' behavioral attitudes, which will help them in their personal, professional, and academic lives through the suggested key performance indicators (KPI). The indicators are self-awareness, self-management, social awareness, Relationship (inter personal) skills and Decision Making. KPI are mapped along with activity based Learning strategies conducted in theoretical and practical courses. The effectiveness of the suggested strategy in enhancing students' development, selfconfidence, and job prospects has been experimentally verified. This comprehensive approach aims to foster students' emotional intelligence, interpersonal abilities, and general well-being while also supporting their cognitive growth. In order to obtain a wellrounded education, the article emphasizes the significance of taking into account of Graduate Attributes such as Knowledge, Skill and Affective domains. This study ardently promotes experimental activities that harmonize academic accomplishments with students' behavioral outlooks, thereby achieving comprehensive program outcomes. It further furnishes a viable pathway to assess student attitudes and behaviors throughout their academic duration.Importantly, while cognitive domains receive considerableImportantly, while cognitive domains receive considerable attention, equal emphasis on the affective domain and the cultivation of social-emotional learning is essential for holistic development was the motive for designing SEAL. Keywords: Activity Based Learning; Engineering Education; Social Emotional Learning; CDIO framework; Affective Domain

The Influence of Cooperative Learning Models and Learning Styles on Social Skills in University Student

The affective domain is very important in supporting students' social skills as a predictor of academic success. The purpose of this study was to test the effectiveness of the Jigsaw learning model compared to the Student Team Achievement Division (STAD) learning model as an effort to improve students' social skills. The method in this study uses an experimental method with a 2x2 factorial design. The population in this study were 270 students of the Department of Physical Education who contracted the Taekwondo Learning course. The sample involved in this research was 64 people using a cluster random sampling technique. The instruments used were the VARK Questionnaire to determine student learning styles, and the Social Skills Improvement System questionnaire. Data analysis technique using Factorial ANOVA test. The results showed that the value of the main effect on the learning model has a significant value. 0.274 > 0.05, which means that there is no significant difference in the effect of applying the learning model on students' social skills, but there is an interaction between the learning model and learning styles. The Jigsaw learning model has a significant effect compared to the STAD learning model for students with the Kinesthetic learning style, whereas for students with the Aural learning style there is no significant difference between the two models. Both social skills can be improved through the Jigsaw and STAD learning models, but when students who have a Kinesthetic learning style are more advised to use the Jigsaw learning model.

Evaluation of changes in the cognitive, affective, and psychomotor domains of learning following an interprofessional intervention for malaria and its control among the Bedia tribe, a particularly vulnerable tribal group, in rural Eastern India.

The "Bedia" tribal people are found all over India; they are poor, illiterate, and confined culturally. In many parts of India, malaria, a disease caused by mosquitoes, is becoming more common. Raising awareness and educating people about it is the best method to stop disease and maintain good health. This study aimed to determine the perception, attitudes, and practices of a particularly vulnerable tribal group-the "Bedia"-in the rural region of eastern India. A questionnaire with 19 structured questions has been created. The Bedia participants received the questionnaire from us. They had already responded. The intervention took the form of several health education workshops that were created in response to the deficiencies identified in the pre-test assessment's replies. The identical questionnaire used for the pre-test evaluation was given to each participant for the post-test who attended the training sessions. The current study found that while the first cognitive domain question on malaria transmission was not statistically significant, changes in malaria breeding grounds, regions with higher mosquito numbers, and the source of information about malaria are. Their knowledge of the treatment for malaria and the agent used to treat it is statistically significant in the current study, but the fifth question on the most common symptom of malaria was not statistically significant. The answers to the questions about "What you will do if you see someone suffering from malaria," "How much time was spent in the malaria control program," "Malaria detection," and "Regular usage of bed-nets" in the affective and psychomotor domains all had statistical significance. Our research on interventions to raise awareness of malaria in this tribal region of northern West Bengal, eastern India, bordering Bangladesh, was published for the first time to our knowledge. In the majority of the items from the cognitive, psychomotor, and affective learning domains, we have seen significant changes.

Addressing Social-Emotional Learning Needs in Polish Tertiary Education: A Case Study of Reciprocal Peer Tutoring in Remote and Blended Learning Environments

Until now, peer tutoring as an instructional strategy has not been widely endorsed at Polish universities. The relationship between peer tutoring and the affective domain of learning has received little or no attention. The period of emergency remote instruction triggered by the COVID-19 pandemic elevated the significance of social and emotional learning needs. The restoration of on-campus classes exemplified this need even stronger as students returned to classrooms being more socially and emotionally vulnerable than before. The present study contributes to the ongoing discussion over the significance of peer tutoring as a student-led instructional strategy that directly addresses students’ social-emotional learning needs. By comparing the effects of online reciprocal peer tutoring on English department students’ cognitive and social-emotional development under remote and blended course delivery, this study provides valuable insights into the benefits of reciprocal peer tutoring in different learning environments. The findings highlight the positive impact of online reciprocal peer tutoring on students’ emotions, motivation, self-efficacy, and knowledge gains, as well as the importance of peer support and collaborative learning in improving classroom dynamics and student involvement. These results suggest that reciprocal peer tutoring can be a valuable addition to university courses, especially in the current context of increased demand for online and blended learning opportunities.

Where Do I Look? Finding Meaningful Resources for Assessment in Physical Education

Assessment in physical education encompasses evaluating skills across the psychomotor, cognitive and affective learning domains. Given assessment’s complex yet essential role in physical education (PE), practitioners need to access applicable information to assist them when conducting assessments. The purpose of this article is to outline a four-step process that practitioners can use to search for items relevant to assessment and teaching physical education and utilize the process to evaluate the top 20 articles in assessment for PE. The major article takeaways discussed include (a) actionable resources, (b) use technology, (c) be standards based, (d) develop and share, and (e) more than one learning domain. Continued development in access to relevant resources for practitioners is needed to ensure that quality assessments are used.

Strategies for Building Morality in the Physical Education Classroom

Public school is viewed as an optimal setting to enhance a student’s personal and social behaviors. Specifically, the school setting has potential to provide a positive influential environment to develop character (i.e., moral values), such as demonstrating respect, responsibility, honesty and integrity. Even though schools provide the framework to reinforce moral values, students at every level of education (i.e., elementary, middle school, high school) are demonstrating signs of moral decline. Quality integration of moral value structures within the school classroom can be accomplished while addressing standards-based curricular goals. Research interventions on the integration of moral value structures in schools, and specifically physical education, suggest improvements in student moral behavior inside and outside of school settings. Within physical education, moral issues naturally arise. Additionally, one of the major goals of physical education is to address the affective learning domain. The affective domain includes many facets of moral development including, but not limited to, demonstrating integrity, honesty, cooperation and respect. However, research suggests that unless moral development strategies are intentionally addressed, students’ moral maturation process will not likely occur. Thus, the purpose of this article is to inspire K–12 physical education teachers to integrate moral development strategies into their classrooms. Included are strategies to help physical education teachers be moral mentors for their students and develop a moral community in the gymnasium.

Hybrid Soft Computing System for Student Performance Evaluation

Education Institutions have deployed technology accelerated learning systems and innovations for effective learning outcomes. Evaluating student’s performance in these systems must align with the cognitive, affective, and psychomotor learning domains. In this research, a Hybrid soft computing system comprising of the Clustering Algorithm, Machine learning technique, and Optimization algorithm were hybridized and implemented to evaluate student academic performance using academic, social, and economic data of students. The proposed model demonstrated the best results with the lowest mean square error (MSE) and root mean square error (RMSE) values of 0.17 and 0.41, respectively. Additionally, the GANFIS model achieved values of 0.25 and 0.50, respectively, which slightly outperformed the proposed FCM-PSOANFIS model. The proposed model works better with bigger datasets, and it delivers higher predictive findings under settings that depict student learning capacities while assessing student academic achievement.

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

This study use a discovery learning model combined with blended learning through the Ruangkelas feature on the Ruangguru application with question and answer methods, discussions, group work, and experiments. The purpose of this study was to analyze the effectiveness of discovery learning blended learning through the Ruangkelas feature on the Ruangguru application to improve student learning outcomes on animal tissue material. Research preparation was carried out at the Department of Biology FMIPA UNNES while the implementation of the research was carried out at SMA Negeri 1 Petarukan. The sample used in this study was 72 students of class XI MIPA, using probability sampling technique. This research is a quasi-experimental research using pre-experimental design type one group pretest-posttest design. Data collection used interviews, questionnaires, tests, observation, and documentation. The data analysis technique consists of data analysis (1) learning outcomes in the cognitive domain which are determined based on classical completeness and N-gain; (2) affective domain learning outcomes are determined based on attitude criteria; and (3) learning outcomes in the psychomotor domain are determined based on skills. Learning outcomes in the cognitive domain are determined based on tests (pretest and posttest), LDS, and LKS. Affective domain learning outcomes are determined based on self-assessment and peer assessment, while psychomotor learning outcomes are determined based on performance. The results of this study are (1) student learning outcomes in the cognitive domain of class XI MIPA show classical completeness of 83.33% and an N-Gain value of 0.5 in the moderate category; (2) student learning outcomes in the affective domain show 54.17% in very good attitude criteria and 45.83% good attitude criteria; (3) student learning outcomes in the psychomotor domain show 55.56% in very good attitude criteria and 44.44% good attitude criteria. From the results of this study, it is concluded that discovery blended learning through the Ruangkelas feature is effective in improving student learning outcomes.