DefinePK

Abstract

Among the various frameworks used to improve the learning process, Bloom’s Taxonomy stands as one of the most influential framework. This taxonomy, developed in the year-1956 by Benjamin Bloom and his colleagues, classifies educational goals into three primary domains: cognitive, affective, and psychomotor. The cognitive domain has traditionally received the greatest emphasis in formal education systems worldwide, as it relates directly to the development of intellectual abilities and academic performance. While cognitive domain is essential for academic success, the affective domain of learning plays a pivotal role in shaping a learner's motivation, values, attitudes, and emotional intelligence. Introduced by Krathwohl, Bloom, and Masia in 1964 as a complement to the original taxonomy, the affective domain also addresses the internalization of feelings, values, appreciation, and commitment, which are crucial for holistic development. Further, this domain is particularly significant in fostering empathy; ethical reasoning, interpersonal relationships, and a positive classroom environment all are foundational for effective learning and producing responsible citizenship. Despite its importance, the affective domain often receives less attention in curriculum design and instructional practices compared to the cognitive domain. This imbalance can result in students who may excel intellectually but lack critical socio-emotional skills necessary for socialization and real-world success. In many subjects of STEAM, including Physics, academic performance is also predominantly measured through students' cognitive achievements, often neglecting the affective domain aspects. Growing research indicating that these affective factors have a significant influence on students' learning outcomes in science subjects, they remain underexplored in classroom practices and academic evaluations. The lack of attention to the affective domain may limit the effectiveness of teaching strategies and hinder students’ overall performance in physics. Therefore, there is a need to investigate the relationship between levels of the affective domain (receiving, responding, valuing, organizing, and characterizing) and the academic performance of Grade 12 students studying physics within the Federal Government Educational Institutions (FGEI) System. A co-relational research design was adopted, involving a convenience sample of 180 students Grade 12. Data on students’ affective learning were collected using the Affective Domain Learning Scale (ADLS) on the pattern of validated Likert-scale instrument. Academic performance was evaluated through formal assessments, including quizzes, tests, assignments and laboratory activities. Pearson correlation analysis was used to assess the relationship between affective factors and academic achievement. The analysis revealed a significant positive correlation between affective domain components and students' academic performance in physics. Students with higher scores in affective learning measures tended to perform better in their academic results. These findings highlight the importance of incorporating affective learning strategies into physics instruction at higher secondary level. This will not only boost learners’ motivation and engagement but resultantly enhance students learning outcomes. Further research is recommended to explore additional variables affecting affective learning and academic performance in varied educational contexts.
Keywords: Relationship, Affective Domain, Bloom Taxonomy, ADLS, Learning Outcomes, Physics, Student Engagement, Co-relational study, HSSC, STEAM.