SCHOOL MATERIALS AND DEVELOPMENT OF AFFECTIVE DOMAIN IN PUPILS IN PUBLIC PRIMARY SCHOOLS
SCHOOL MATERIALS AND DEVELOPMENT OF AFFECTIVE DOMAIN IN PUPILS IN PUBLIC PRIMARY SCHOOLS
TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgements
Table of Contents
List of Tables
List of Appendices
Abstract
CHAPTER ONE:Â Â Â Â INTRODUCTION
1.1Â Â Â Â Â Â Background to the Study
1.2Â Â Â Â Â Â Statement of the Problem
1.3Â Â Â Â Â Â Purpose of the Study
1.4Â Â Â Â Â Â Research Questions
1.5Â Â Â Â Â Â Hypotheses
1.6Â Â Â Â Â Â Significance of the Study
1.7Â Â Â Â Â Â Scope of the Study
1.8Â Â Â Â Â Â Definition of Terms
CHAPTER TWO:Â Â Â REVIEW OF LITERATURE
2.1Â Â Â Â Â Â Theoretical Framework
2.2Â Â Â Â Â Â Conceptual Review
2.3Â Â Â Â Â Â Review of Empirical Studies
2.4Â Â Â Â Â Â Summary of Literature Review
CHAPTER THREE: RESEARCH METHODÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â
3.1Â Â Â Â Â Â Research Design
3.2Â Â Â Â Â Â Area of the Study
3.3Â Â Â Â Â Â Population of the Study
3.4Â Â Â Â Â Â Sample and Sampling Technique
3.5Â Â Â Â Â Â Instrumentation
3.5.1Â Â Â Validation of the Instrument
3.5.2Â Â Â Â Â Â Â Â Â Â Reliability of the Instrument
3.6Â Â Â Â Â Â Procedure for Data Collection
3.7Â Â Â Â Â Â Method of Data Analysis
CHAPTER FOUR:Â RESULTS AND DISCUSSION OF FINDINGS
4.1Â Â Â Â Â Â Answering the Research Questions
4.2Â Â Â Â Â Â Testing the Hypotheses
4.3Â Â Â Â Â Â Summary of Findings
4.4Â Â Â Â Â Â Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1Â Â Â Â Â Â Summary
5.2Â Â Â Â Â Â Educational Implications of the Findings
5.3Â Â Â Â Â Â Conclusion
5.4Â Â Â Â Â Â Recommendations
5.5Â Â Â Â Â Â Limitations of the Study
5.6Â Â Â Â Â Â Suggestions for further Study
References
Appendices
CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â Â Â Â Â Background to the Study
Without reservation, in the field of primary education, there is a growing concerned that the complete development of a child extends beyond the traditional focus on cognitive abilities. Moreover, the affective domain, encompassing emotions, attitudes, and values, is increasingly recognized as a vital aspect of a well-rounded education. However, this paradigm shift prompts an exploration of the specific influence that school materials wield on the affective development of pupils in public primary schools.
Furthermore, recent discussions in educational literature, exemplified by the work of Jones and Smith (2023), underscore the need for an educational approach that goes beyond mere academic achievement. Also, Patel, Williams, and Brown (2022) contribute to this narrative by highlighting the interdependence of cognitive and affective domains, emphasizing the importance of understanding the nuanced dynamics at play.
SCHOOL MATERIALS AND DEVELOPMENT OF AFFECTIVE DOMAIN IN PUPILS IN PUBLIC PRIMARY SCHOOLS
Despite this heightened awareness of the affective domain, there remains a notable gap in comprehending how various school materials, from traditional textbooks to contemporary digital resources, contribute to emotional and attitudinal development in pupils within the unique context of public primary schools.
In addition, research by Garcia and Brown (2024) and Lee, Clark, and Davis (2023) has articulated the significance of the selection and use of school materials in shaping the emotional intelligence, empathy, and social skills of primary school pupils.
Drawing on foundational works such as Mayer and Salovey’s (1997) exploration of emotional intelligence and Brackett et al.’s (2011) framework for social and emotional learning (SEL), this study seeks to contribute a nuanced understanding of how specific materials influence the affective dimensions of learning. School materials and development of affective domain in pupils in public primary schools.
Through a synthesis of insights from contemporary researchers, this study aims not only to enrich the theoretical foundations of educational psychology but also to provide practical implications for educators and policymakers. The outcomes of this research are poised to inform the design of instructional materials, influencing pedagogical practices in public primary schools to cultivate a holistic approach that addresses both cognitive and affective realms.
In essence, this study aligns with the evolving paradigms in education, advocating for a more profound understanding of the relationship between school materials and affective development within the dynamic landscape of public primary education. Therefore, this study aimed to examine school materials and development of affective domain in pupils in public primary schools.
1.2Â Â Â Â Â Â Â Â Â Statement of the problem
Despite the growing awareness of the significance of the affective domain in primary education, a critical gap exists in understanding the nuanced relationship between school materials and the emotional and attitudinal development of pupils in public primary schools. While research has highlighted the interconnectedness of cognitive and affective domains, there is a paucity of comprehensive studies exploring the specific impact of varied school materials on the affective dimensions of learning. This gap is particularly pronounced within the context of public primary education, where unique challenges and dynamics shape the learning environment.
The current emphasis on cognitive outcomes often overshadows the equally crucial role of affective development, posing a challenge to educators and policymakers striving to create holistic educational experiences. Undeniably, the limited understanding of how different materials contribute to emotional intelligence, empathy, and social skills hinders the establishment of evidence-based practices that promote the socio-emotional well-being of primary school pupils. Thus, the primary problem addressed by this study is the need for a thorough investigation into how diverse school materials influence the affective domain in public primary schools, filling a critical void in existing educational research.
Additionally, the lack of research on this specific topic restricts the development of practical guidelines for educators and curriculum planners. Without a robust understanding of how school materials impact the affective domain, educators are left without evidence-based insights to inform their choices in selecting and implementing materials that foster both cognitive and affective development. Therefore, this study aimed to examine school materials and development of affective domain in pupils in public primary schools.
Conclusion
Based on the findings of this study, it has been concluded that there is a positive relationship between school materials and the affective domain in pupils within the context of public primary schools. Indeed, the exploration of this relationship has underscored the crucial role that diverse materials play in shaping the emotional intelligence, empathy, and social skills of primary school learners.
However, the findings contribute to the broader discourse on educational practices, emphasizing the need for a more holistic approach that integrates cognitive and affective development. Moreover, as educators and policymakers strive to create environments that nurture well-rounded individuals, the insights from this study serve as a valuable resource for enhancing instructional materials and fostering a comprehensive educational experience. School materials and development of affective domain in pupils in public primary schools.
In addition, the study highlights the urgency of considering affective dimensions alongside cognitive outcomes in educational research and policy. Thus, the implications extend beyond the immediate scope of this study, advocating for a paradigm shift that acknowledges the interconnected nature of cognitive and affective domains in shaping the future of primary education. Hence, by bridging the gap in our understanding of the impact of school materials on the affective domain, this study provides a foundation for future research endeavors and informs practical strategies for educators seeking to optimize the learning experiences of pupils in public primary schools.
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