Pre-Service Teachers' Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment
Saved in:
| Title: | Pre-Service Teachers' Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment |
|---|---|
| Language: | English |
| Authors: | Olatunbosun James Aborisade (ORCID |
| Source: | Anatolian Journal of Education. 2026 11(1):181-192. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Foreign Countries, Academic Achievement, Psychological Patterns, Student Attitudes, Knowledge Level |
| Geographic Terms: | Nigeria |
| ISSN: | 2547-9652 |
| Abstract: | The cognitive, psychomotor and affective domains of learning foster students' academic achievement; conversely, the affective domain is the unnoticed but essential factor that typically influences learners' learning. This study investigated pre-service teachers' awareness, knowledge and attitude to the affective domain in classroom teaching and assessment. Employing a descriptive survey design using multi-stage sampling procedure, data were collected from sixty final-year pre-service teachers at a Nigerian tertiary institution using a structured, close-ended questionnaire. Findings revealed that the majority of respondents did not only demonstrate partial awareness and insufficient knowledge of the affective domain, but also exhibited differential attitude to teaching and assessment of the affective domain. The study confirms that pedagogical gaps exist in teacher education concerning socio-emotional learning, especially in conceptual understanding of the affective domain and actual pedagogical practices, underscoring the critical need for comprehensive training and practical monitoring of pre-service teachers. The study recommended that pre-service teachers be adequately taught the affective domain and be closely monitored during the teaching practice programme for all-around holistic teaching and development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504114 |
| Database: | ERIC |
| Abstract: | The cognitive, psychomotor and affective domains of learning foster students' academic achievement; conversely, the affective domain is the unnoticed but essential factor that typically influences learners' learning. This study investigated pre-service teachers' awareness, knowledge and attitude to the affective domain in classroom teaching and assessment. Employing a descriptive survey design using multi-stage sampling procedure, data were collected from sixty final-year pre-service teachers at a Nigerian tertiary institution using a structured, close-ended questionnaire. Findings revealed that the majority of respondents did not only demonstrate partial awareness and insufficient knowledge of the affective domain, but also exhibited differential attitude to teaching and assessment of the affective domain. The study confirms that pedagogical gaps exist in teacher education concerning socio-emotional learning, especially in conceptual understanding of the affective domain and actual pedagogical practices, underscoring the critical need for comprehensive training and practical monitoring of pre-service teachers. The study recommended that pre-service teachers be adequately taught the affective domain and be closely monitored during the teaching practice programme for all-around holistic teaching and development. |
|---|---|
| ISSN: | 2547-9652 |
