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Pre-Service Teachers' Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment

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Title: Pre-Service Teachers' Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment
Language: English
Authors: Olatunbosun James Aborisade (ORCID 0000-0001-7361-2778), Folasade Esther Jimola (ORCID 0000-0002-0857-8355)
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
FullText Text:
  Availability: 0
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  Data: Pre-Service Teachers' Awareness, Knowledge and Attitude to the Affective Domain in Classroom Teaching and Assessment
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  Data: <searchLink fieldCode="AR" term="%22Olatunbosun+James+Aborisade%22">Olatunbosun James Aborisade</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7361-2778">0000-0001-7361-2778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Folasade+Esther+Jimola%22">Folasade Esther Jimola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0857-8355">0000-0002-0857-8355</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatolian+Journal+of+Education%22"><i>Anatolian Journal of Education</i></searchLink>. 2026 11(1):181-192.
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  Data: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 2547-9652
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  Data: 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.
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      – Text: English
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        PageCount: 11
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    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Nigeria
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