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Emotionalized learning experiences: Tapping into the affective domain

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  • Green, Zane Asher
  • Batool, Sadia

Abstract

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students’ academic achievement and to evaluate the relationship between affective learning conditions and students’ academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students’ academic achievement. Furthermore, it was found that students’ academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method.

Suggested Citation

  • Green, Zane Asher & Batool, Sadia, 2017. "Emotionalized learning experiences: Tapping into the affective domain," Evaluation and Program Planning, Elsevier, vol. 62(C), pages 35-48.
  • Handle: RePEc:eee:epplan:v:62:y:2017:i:c:p:35-48
    DOI: 10.1016/j.evalprogplan.2017.02.004
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    References listed on IDEAS

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    1. Joshua Michael Kuboja & Baraka M. Ngussa, 2015. "Affective Learning and Cognitive Skills Improvement: Experience of Selected Schools in Arusha, Tanzania," International Journal of Academic Research in Progressive Education and Development, Human Resource Management Academic Research Society, International Journal of Academic Research in Progressive Education and Development, vol. 4(2), pages 38-53, April.
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    Cited by:

    1. Kroufek, Roman & Cincera, Jan & Kolenaty, Miloslav & Zalesak, Jan & Johnson, Bruce, 2023. "“I had a spider in my mouth”: What makes students happy in outdoor environmental education programs," Evaluation and Program Planning, Elsevier, vol. 99(C).
    2. Zane Asher Green & Uzma Noor & Firoza Ahmed, 2020. "The Body–Mind–Spirit Dimensions of Wellness Mediate Dispositional Gratitude and Life Satisfaction," Journal of Happiness Studies, Springer, vol. 21(8), pages 3095-3119, December.
    3. Zane Asher Green & Sophie Rizwan, 2023. "Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan’s University Students During COVID-19: A Growth Curve Analysis," Journal of Happiness Studies, Springer, vol. 24(6), pages 1931-1962, August.

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