Thesis: The Influence Of Affective Domain On The Learning Of Students At Primary Level

Title:
The Influence Of Affective Domain On The Learning Of Students At
Primary Level
Submitted By:
Sarah Shakeel
Coordinator:
Ms. Nadia Thalho
And
Supervisor
MS. Shaista Channa
Lecturers
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W) HYDERABAD

i
Table of Contents
Table of Contents........................................................................................................................i
CERTIFICATE.........................................................................................................................iii
ACKNOWLEDGEMENT........................................................................................................iv
DEDICATION...........................................................................................................................v
ABSTRACT..............................................................................................................................vi
Chapter one........................................................................................................................... - 1 -
Introduction........................................................................................................................... - 1 -
1.1. Overview of Chapter........................................................................................... - 1 -
1.2. Introduction........................................................................................................ - 1 -
1.3. Background of the study .................................................................................. - 2 -
1.4. Statement of the problem:.................................................................................. - 3 -
1.5. Objectives of the study: ...................................................................................... - 3 -
1.6. Research Questions:........................................................................................... - 3 -
.1.7. Scope of the study: ............................................................................................. - 4 -
1.8. Purpose of the study: ......................................................................................... - 4 -
1.9. Ethical consideration:......................................................................................... - 5 -
1.10. Limitations of the study:................................................................................. - 6 -
1.11. Definitions/Key terms:........................................................................................... - 6 -
1.11.1 Affective domain: .................................................................................................. - 6 -
1. 11.2 Learning:............................................................................................................... - 6 -
1.11.3 Influence ................................................................................................................ - 6 -
1.11.4 Motivation............................................................................................................ - 7 -
1. 11.5. Performance:........................................................................................................ - 7 -
1.12. Conclusion ...................................................................................................... - 7 -
Chapter 2............................................................................................................................... - 8 -
Review of Literature ............................................................................................................. - 8 -
2.1 Overview of chapter.................................................................................................. - 8 -
2.2 Theoretical framework in research:........................................................................ - 8 -
2.3 Historical Background of the affective domain in learning .................................. - 9 -
2.4. Influence of the affective domain in learning:................................................ - 11 -
2.5. Challenges during learning in the classroom: ................................................ - 12 -
2.6. Usage of affective domain: ............................................................................... - 12 -
2.7 Advantages of the affective domain by M. Russell (2004)................................... - 13 -
Disadvantages of affective domain : M BONG (1996)............................................... - 13 -
2.8. Characteristics of motivation in the affective domain................................... - 13 -
2.9 Conclusion:.............................................................................................................. - 14 -

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Chapter Three ..................................................................................................................... - 15 -
Research Methodology ....................................................................................................... - 15 -
3.1 Overview of Chapter............................................................................................... - 15 -
3.2 Research Design ...................................................................................................... - 15 -
3.3 Research Approach................................................................................................. - 16 -
3.3.1 Deductive .......................................................................................................... - 17 -
3.3.2 Cross-sectional.................................................................................................. - 17 -
3.3.4 Time span:......................................................................................................... - 17 -
3.3.5 Instrumental/ Tools........................................................................................... - 18 -
3.4 Sampling design ...................................................................................................... - 18 -
3.6 Population: .............................................................................................................. - 18 -
3.7 Sampling methods:.................................................................................................. - 18 -
3.8 Sampling size:.......................................................................................................... - 19 -
3.9 Data collection:........................................................................................................ - 19 -
3.10 Data analyze and Interpretations:....................................................................... - 19 -
3.11 Conclusion: ............................................................................................................. - 19 -
Chapter Four ....................................................................................................................... - 20 -
Data Analysis and Result.................................................................................................... - 20 -
4.3.1 Analysis of Cycle One: Checklist........................................................................ - 21 -
4.3.2 Analysis of Cycle Two.......................................................................................... - 24 -
4.3.3 Analysis of Cycle Three....................................................................................... - 25 -
4.3.4 Conclusion. ........................................................................................................... - 27 -
Chapter Five........................................................................................................................ - 28 -
Summary, Discussion Conclusion and Recommendation .................................................. - 28 -
5.1 Overview of the chapter ......................................................................................... - 28 -
5.2 Summary................................................................................................................... - 28 -
5.3 Discussion ................................................................................................................ - 29 -
5.4 Conclusion ............................................................................................................... - 30 -
5.5 Recommendations................................................................................................... - 31 -
References...................................................................................................................... - 32 -
Appendices.......................................................................................................................... - 36 -
Appendix A: Consent Letter........................................................................................ - 36 -
Appendix B: Checklist.................................................................................................... - 37 -
General information........................................................................................................ - 37 -
Appendix-C: Activities ................................................................................................. - 38 -

iii
ST OF TB
CERTIFICATE
This is to certify that Ms. Sarah shakeel has conducted this
Action Research Project entitled “The Influence Of Affective
Domain On The Learning Of Students At Primary Level” during
the academic year 2018, under the supervision of Ms.Shaista
channa in partial fulfillment for the degree of B.Ed. (Hons).
RESEARCH SUPERVISOR
Ms. Shaista Channa
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. Nayyar Rafique
GECE (W) Hyderabad

iv
ACKNOWLEDGEMENT
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and health to
complete my Action Research. I also must acknowledge those people who encouraged
and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I stand.
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator
Ms. Nadia Thalho, my supervisor Miss Shaista Channa for their
support, collegiality, and mentorship
Assistance and supervision show me the way which is highly appreciated.
and sharing their precious views and experience during data collection of
data in my research project.
Finally, I wish to thanks to my family for their patience and support.

v
DEDICATION
This modest exertion is dedicated to
My parents
Who brought me up to?
The point of fineness
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academic life

vi
ABSTRACT
The influence of affective domain on the learning of student's affective domain was a
method that utilizes learning skills which were firmly related to emotions, awareness
of behaviours interest, attention, responsibility and ability to listen and respond with
others. Affective domain developed well rounded student with broad abilities. In
which the factors are included student motivation, attitudes, perceptions and values.
Students would express their positive feelings, responses and think critically and
students were learned motivational theories and encourage for the achieving of
learning goals. The main objective of this study was to examine the achievement of
students and to implement the favourable strategies in the affective domain in the
science classroom. The study was qualitative in nature and area of this study was
focused on Grade 5th
at primary P.C Urdu section school attached with G.E.C.E (W)
Hyderabad also used simple random sampling and Purposive selected population and
sample is 4/12 influenced students selected. In this research my finding was that the
students were frustrated in the understanding of scientific terms in science subject the
recommendation of the study is that teacher used the terms with their meanings and
apply the strategy for the need of students and the level of students.
Key words: Affective Domain , Influence, Learning, Students

The Influence of Affective Domain on the Learning of Students at Primary Level/
Chapter one
Introduction
1.1. Overview of Chapter
In this chapter to refer the steps of content area it is focused on background of the
study, objective of the study, statement of the problem, scope of the study, research
questions, purpose of the study, ethical consideration and delimitation of study as well
as definitions of key terms and the end of conclusion.
1.2. Introduction
The influence of affective domain and its impact on student learning, It is one of the
important domain of Blooms Taxonomy. It is concerned with the blooms taxonomy 3
domain/ classification was made by Benjamin bloom in 1956, distributed as a kind of
classification of learning results and destinations that have, within the more than half-
century since been utilized for everything from surrounding digital assignments and
assessing apps to composing questions and assessments. The concept is found that
learning is an intellectual and mental function. Be that as it may, be learning is not a
just cognitive (mental) function. Whereas, attitudes, behaviours, and physical skills
are also learned. These can be categorized into three Domains Cognitive,
Psychomotor, and effective. The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behaviour to the most complex. It is classified
into five levels; those are: receiving, responding, valuing organizing, and
characterizing. Its levels are developed in low to high sequence manner. (bloom,
1973). Receiving Being aware of or attending to something in the environment.
Masia, B. (1956). Respond According to the (webinar) The benefits to active student

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responding is that it allows for informal assessment of student skills, provides
increased opportunity to respond (and receive reinforcement), Value learning is a
complicated process of acquiring personal values as motivational goals and principles
that guide behavior (Schwartz 1992). Values are gained in the process of socialization
and represent more or less stable personal characteristics. Value learning is affected
by a large scope of factors (family and school context, peers and friends, and personal
experience)., organizing: Organizes value into priorities by contrasting different
values, resolving conflicts between them, and creating a unique value system,
Characterizing has a value system that controls their behaviours. The value or value
set is to act consistently in accordance with the values.
1.3. Background of the study
The background of the study is that students are very passive to receive and maintain
their interest or attention towards learning mostly in a science classroom where
scientific methods are performed. They do not know about science instruments or
apparatus. The affective domain is often neglected in educational programs, largely
because affective learning is a poorly understood phenomenon. This is particularly
problematic in non-formal science education facilities, which are uniquely suited to
facilitate effective learning. (W.Mullins, 1998). The development and validation of
the attitudes towards Climate Change and Science Instrument overall, correlations
show weak but significant relationships between science-related attitudes on the one
hand and climate change- and environment-related attitudes on the other. Based on
our findings, our instrument is useful for understanding the ways in which students
think about science, scientists, climate change and the environment (Dijkstra, 2012).
On the basis of theoretical and experimental studies (Tai, 2011), attitudes,
motivation, and interest are regarded as important determinants of the quality and

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depth of learning processes, student persistence, and study choice Some authors even
proposed that affective learning outcomes might be more important to further learn
than cognitive ones. In educational research, the influence of affective factors on
learning is being addressed from at least three largely separate research traditions:
attitude, interest, and motivation research. Several authors have attempted to bring
unity by synthesizing perspectives (Martens, 2014).
1.4. Statement of the problem:
During the practicum, the Researcher has found Problem that students are frustrated
concerning scientific terms, especially in the science classrooms. They feel bothered
and do not show a positive attitude in their learning. I faced this issue during teaching
practice. The affective domain part influenced in moral decision-making scenarios
and concludes that moral emotions can apply impressive impact on an individual's
arrangement of moral issues including socio-scientific issues as sympathy and other
emotions can direct issue construal, which decides whether a person’s lock-in moral
thinking or, in some cases, can serve as the primary factor determining action or
behavior. This problem was solved with the using of the qualitative method and the
using of different tools and the gape was filled through the research and its
implementation. It is useful in the learning of students and their performance.
1.5. Objectives of the study:
 To examine the achievement of students, through the affective domain in the
science classroom.
 To implement the favorable strategies in the affective domain in the science
classroom.
1.6. Research Questions:
 What sort of tool is used to examine achievement of students through affective
domain in the science classrooms?

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 What strategies are purposeful for application in students learning through the
affective domain in the science classrooms?
.1.7. Scope of the study:
The scope of this study set on generalization, where the Researcher has decided to
give output to teachers and students as they change their behaviour toward the
positivity and reflect the elements of the affective domain in them. As well as helpful
for the science teachers who will develop the strategies according to the level of
students. It is surveyed that approximately 300 students were observed they change
their responses and behaviour during the classroom. The Major differences were
looked/observed for between groups of students determined by gender, age, previous
experience of fieldwork and place of residence. The research finds that fieldwork
leads to significant effects in the affective domain. In general, student responses were
very positive prior to fieldwork and became more positive as a result of the field
experience. Some groups exhibited higher levels of anxiety about this learning
method prior to the field class; however, such differences were mitigated by the field
experience. This study concludes that fieldwork is good. (Boyle et al., 2007). The
scope of the study is that an effective domain is a method that utilizes learning skills
which are firmly related to emotions, awareness of behaviours interest, attention,
responsibility, and ability to listen and respond with others. An effective domain can
be developed as a well-rounded student with broad abilities. In which the factors are
included student motivation, attitudes, perceptions, and values. Students will express
their positive feelings, with others.
1.8. Purpose of the study:
The purpose of this study is that students learn motivational theories and encourage
the achieving of learning goals and their aim whose concern with the scientific
language or terms in which to overcome the issues of science learning. To achieved

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the purpose with the using of designed objectives as well as research questions it is
helped to resolve the issues and in hence our skills. In current views of learning, the
learner is seen as responsible for attending to instruction and for actively constructing
the affective elaborations that make learning personally meaningful. In order for
learners to accept responsibility for their own learning, they must be motivated as well
as possess the skills and abilities to actively engage appropriate and affective
(motivational) strategies. the purpose of promoting self-control of learning or self-
directed learning of the students. (combs, 1988). The purpose of this study was to
examine the effect of three affective student characteristics, in comparison with
selected student ability characteristics, on course grade in elementary language
courses. In this study, there were as many positive correlations between the affective
characteristics and course grade as there were between ability factors and course
grade. The implication was that affective characteristics have at least as much
influence on learning as do ability factors. (chaist, 1975).
1.9. Ethical consideration:
Ethical education should provide a room where learners are free to express their own
opinions among colleagues: where implications are investigated for stakeholders;
where empathy is encouraged; and where tolerance and comprehension of distinct
points of view are respected. The development of ethical is the main element in the
growth of ethical motivation and behaviour. Ethical sensitivity development that is
attention to ethical problems that receptivity makes feasible, related to this, as being
attentive to "being alert" and "being conscious of." And points out that this
attentiveness is' an, not a passive thing. The connection with the affective realm of
Bloom is evident trying to tackle moral dilemmas without access to the affective is

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losing the capacity to perceive or empathize and compassion is ' indispensable in
offering us with access to the realm of morality ' (Vetlesen, 1994).
1.10. Limitations of the study:
The limitations of this study are that it is conducted in the boundary of pc school Urdu
section attached with G.E.C.E(W) Hyd, and focused in a grade 5 into five students
and it consumes the 3 month time duration. and I faced the problem in the school
teaching practices and, in this time, resolve the issues of the learning of students in a
focus subject area such as science.
1.11. Definitions/Key terms:
1.11.1 Affective domain:
The affective domain is one of three domains in Bloom's Taxonomy, with the
other two being the cognitive and psychomotor the affective domain includes the
manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes (Engel hart, 1956).
1. 11.2 Learning:
Learning that is characterized by factors such as motivation, emotions, and other
individual psychological aspects of learning.
1.11.3 Influence
The acts or power of producing an effect without apparent, exertion of force or
direct exercise of command (Merriam Webster,1882).

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1.11.4 Motivation
Motivation is the complex set of forces starting and keeping a person at work in
an organization. Motivation is something that moves the person to action, and
continues him in the course of action already initiated.” Robert Dubin (1970).
1. 11.5. Performance:
Performance is considered to be the fulfilment of an obligation in a contract in a
way that releases the performer from all contractual obligations.
1.12. Conclusion
The overall conclusion is that in this chapter one discussed about the focused content
area and firstly write Overview and introduced to the research topic which one I
selected, and define the background of the study In which I read the background study
whose related to the topic and cites the authors names which one I used in this study
as well as discussed about the objectives and research question with concerned in the
Topic and well defined the scope of this research and the advantages of this study its
is benefit for the Futuristic researcher and also describe the purpose what's the aim of
this in this study. It is integrated into the Learning of a student in which write the
ethical consideration in the learning of students and to give opportunity and respect of
an individual student' is use full and helpful for the developing of skills and in hence
the knowledge of students.

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Chapter 2
Review of Literature
2.1 Overview of chapter
This chapter consisting of a theoretical framework of the study, historical background
also includes the effect of affect domain and its challenges and usages as well as
discussed the characteristics and merits or demerits of the study.
2.2 Theoretical framework in research:
Theories are designed to explain, predict, and understand phenomena and, in many
cases, question and expand existing knowledge within the limits of basic bounding
assumptions. The theoretical framework is the system capable of holding and
promoting a research study concept. The theoretical framework outlines the
hypothesis and explains why the research issue under analysis. Cava's pinner,
Abraham Maslow, and David McClelland's have discussed in their theories, the
influence of affective domain on the learning of students but from all theories here.
The theory of David McClellan’s, David McClelland built on this work in his book in
1961 "The Achieving Society." He identified three motivators that he believed we all
have: a need for achievement, a need for affiliation, and a need for power. These
motivators are learned (which is why this theory is sometimes called the Learned
Needs Theory). These are dominant motivator achievement, affiliation, and power is
largely dependent on our culture and life experiences. This theory was involved in my
study and it is totally recommended with the level of that underachievement and
lower performance characterize the learning of scientific terms in which to motivate
the students and identify their needs and strength of weakness and in the influence of
the affective domain in the learning of students.

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2.3 Historical Background of the affective domain in learning
Krathwohl et al., (19.64), suggested five-level taxonomy of the affective domains,
also arranged in a hierarchy. Level 1: Receiving – Receiving refers to the learner's
understanding of the subject, stimulus, event or problem and is ready and willing to
learn or react to it. That is, the learner's willingness to attend to particular
phenomena of stimuli (classroom activities, textbook, music, etc.).It's about
collecting, folding, and focusing the attention of the learner from a teaching point of
view. Training results in this field vary from the basic knowledge that there is
something on the part of the learner to selective attention. Consequently, in order to
progress in the taxonomy, it follows that a learner must be aware of the issue or case
in question and attends to it. .Progress on the affective hierarchy is stored where the
learner does not receive information. History class attendance and focus during school
classes is a common example of this type of effective learning. The learner comes
across new ideas during the process of "receiving" and makes an effort to grasp them.
Level 2: Responding–The successful participant is concerned on the part of the
learner. At this level, he or she does not only attend to a particular phenomenon but
also reacts to it in some way. Learning outcomes in this area may emphasize
acquiescence in responding (reads assigned material), willingness to respond
(voluntarily reads beyond assignment), or satisfaction in responding (reads for
pleasure or enjoyment). For example, a History student obeys class rules and
regulations, complies with teacher’s instructions and participates in History class
activities as required. Level 3: Valuing is correlated with a student's interest or
appreciation of a particular subject, event, concept, or behaviour. Valuing is focused
on internalizing a set of defined values, but clues to these values are reflected in the
overt actions of the student (Olatunji, 2013). The learner willingly exhibits actions at

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this stage that are compatible with certain values. For example, when a learner
demonstrates kind behaviour to others, he comes to school punctually, does and
submits the assignment as and when necessary. Students are shown to be "evaluating"
when they consistently prioritize time effectively to fulfilled academic obligations
(Gronlund & Brookhart, 2009). This variable becomes critical in history education
because how students value the subject History inevitably relates to the subject in
question. Due to the perceived lack of job opportunities for History graduates (e.g.
Dwarko, 2007; Cobbold & Oppong, 2010), it has been stated significantly that
students do not value the History subject. Level 4: Organization -Organization is
about putting together different values, resolving conflicts between them, and starting
to build an internally consistent system of values. So, the emphasis Compares,
parallels, and synthesizes principles. Training outcomes that include the
conceptualization of a value (recognizes each individual's responsibility for improving
human relations) or the organization of a value system (develops a vocational
program that meets their needs for both economic and social security.
Figure 1 cited in" Affective Domain Categories

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2.4. Influence of the affective domain in learning:
The very basis of education is inspiration and desire. There will be no training when
students don't want to know. Desire and motivation are not characteristics of
academic achievement, they are characteristics of affection. That being the case, the
only way to focus on the interest and enthusiasm of learners in online education has
long been left unattended. Nolting (2007) emphasizes that performance in science the
attitudes and beliefs of students of mathematics have almost as much to do with their
mathematical knowledge. Most students have regarded mathematics and science as
hated fields for many years, and the situation remains the same. Most often, the blame
lies with the "innocent" students, while not many are willing to admit that the
program is lopsided and this could also be the explanation for the negative attitude.
The level of interest in learning and the ability to excel academically to decline over
time is evident at all levels of online education. While some students drop out of the
online course because they are unable to see the value of the training, some of those
who have successfully completed the program do so end the Objectives and
expectations as well as the behaviours of the students about the significance and value
of the learning material. Therefore, an affective construct puts the online educator in a
good position to identify students with the probability of dropping out of the system
on time. Since the effective construct is not used widely, many casualties have
continued to be reported by the way Students who drop out of school and lose interest
after successfully completing a section of the education system. According to Aragon
and Johnson (2008), for instance, higher learning institutions show that withdrawal
rates in online courses, conventional courses have exceeded by at least 20%.
Similarly, Capra (2011) notes that online education creates an interesting paradox for
many institutions; growing demand and registration coupled with higher withdrawal

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and failure rates. Popham, (2011,) suggests that the explanation for such affective
variables as behaviours, curiosity, and interest of student's values are important is
because they typically influence future behaviours. He highlights further that it is
necessary to promote positive attitudes towards learning because students who have
positive attitudes towards learning today will be inclined to pursue learning in the
future.
2.5. Challenges during learning in the classroom:
Students generally lack motivation and have low self-confidence in learning.
Persistent achievement gaps in science among many student subgroups, where the
huge numbers of the students in the class. The intensive curriculum used in
insufficient time/allocation for science education, the broken link with other lessons.
The insufficient number of science and technology teachers’ taking an active role in
the preparation of the programs.
2.6. Usage of affective domain:
If we are striving to apply the continuum of Krathwohl et al. 1973 to our teaching,
then we are encouraging students to not just receive information at the bottom of the
affective hierarchy. We did like for them to respond to what they learn, to value it, to
organize it and maybe even to characterize themselves as science students, science
majors or scientists. We are also interested in students' attitudes toward science,
scientist learning science and specific science topics. we want to find teaching
methods that encourage students and draw them in. Affective topics in educational
literature include attitudes, motivation, communication styles, classroom management
styles, use of technology in the classroom and nonverbal communication .it is also
important not to turn students off by subtle actions or communications that go straight
to the affective domain and prevent students from becoming engaged.

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2.7 Advantages of the affective domain by M. Russell (2004).
 Foster productive learning environments.
 Promote active engagement based on connections to students’ personal
interests and career goals.
 Develop requisite knowledge, skills, and dispositions necessary for science 23
literacy and to support nascent science career choices.
 Capitalize on learning progressions by revisiting earlier content in more depth
 Promote an inquiry and problem-based learning approach to science
instruction.
 Use assessments that focus on higher-order learning.
 Provide professional development for secondary science in-service and
preservice teachers include adolescent development and motivation.
Disadvantages of affective domain : M BONG (1996).
 Lack of interest in normal activities
 Difficulty concentrating.
 Felling guilt.
 Anxiety caused by social situations.
 Overlong sadness.
 Suicidal thoughts.
 Fear in general, with no particular cause .
2.8. Characteristics of motivation in the affective domain.
1. Interaction between the individual and the situation:
Motivation is not a personal trait but an interaction between the situation and the
individual.
2. Goal-directed behaviour:
Motivation leads to an action that is goal-oriented. Motivation leads to the
accomplishment of organizational goals and satisfaction of personal needs.
3. Systems oriented:
Motivation is influenced by two forces:
a. Internal forces:
Such forces are the individual's inner powers, i.e. their wants, interests, and existence.

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b. External forces:
Such forces are internal to the person, which can be correlated with institutions such
as philosophy of management, organizational structure, and superior-subordinate
relationship, as well as the forces contained in the external environment such as
culture, traditions, faith, and values.
4. Positive or negative:
Positive motivation or approach to carrots offers positive rewards such as recognition,
promotion, ranking, and bonuses. Penalties, fines, and punishments are emphasized
by negative motivation or stick approach.
5. Dynamic and complex in nature:
Human behaviours is highly complex, so knowing people at work is extremely
difficult. Motivation is a complex and dynamic process. A. Omorede (2014).
2.9 Conclusion:
The overall conclusion is that in which discussed about the content area of a chapter
and firstly tell about the theoretical framework of the study and in which discuss the
related theories which are the integrate in a research and show the one or more
authors name but the focused only the most integrated theory, described the historical
background of the study as well as challenges which are faced by students and
teachers in an affective domain learning or its usage in a classroom then more
discussed about the characteristics and merits and demerits of a study.

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Chapter Three
Research Methodology
3.1 Overview of Chapter
In this chapter discussed the research designed and research approach time span of the
study as well as concern about the sampling design population sampling teaching and
sampling size and the last one is data collection and data analyses techniques
3.2 Research Design
Thornhill, A. (2012) said the different textbooks put different meanings on research
design. Many researchers find research design as an alternative between qualitative
and quantitative research methods. Some claim that study development relates to
choosing specific data collection and evaluation methods, in the dissertation; can
describe research design as a general plan of what you are going to do to respond to
the research question. Research techniques and methods related to data collection and
analysis are important elements of research design. But in this study integrated the
research designed as qualitatively and described through action research as its part of
this semester; Research design stepwise and collected the data and then write the
reflect on it and it gives to a respond and act thorough the following conditions such
as first to plan then to act in a designed tool and then write the reflection about the
concerning action and in the last to analyses the data which one to give in a research
design methodology.

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3.3 Research Approach
According to Priya Chetty on 2016, said that research approach is a process and
procedure consisting of steps from specific theories to detailed data collection,
evaluation, and interpretation system. Therefore, it is focused on the nature of the
problem of research being discussed. The research approach is essentially divided into
two categories: data collection approach and data analysis approach.
Planning
Action
AnalysisReflection
Cycle1
Cycle 2
Cycle3
•Observational
Checklist
• Apply strategy
•Collect data/reflect
 Action planning
•Evaluate
Observe

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3.3.1 Deductive
This approach usually used to assess on generalization in descriptive way where used
the theory for assess and interpreting.
3.3.2 Cross-sectional
Kendra Cherry 2019, a cross-sectional study involves looking at data from a
population at one specific point in time.
3.3.4 Time span:
successPlanningToolPlaceActionDatecycles.no
AchievementMeetingConsent
Letter
Pc
Urdu
section
Reconnaissance12-9-
19
R1
SuccessObservationChecklistPc
Urdu
section
Action planning16-9-
19
12
AchievementImplementationtextbookPc
Urdu
section
Delivered
planning
24-
10-19
23
progressImplementationActivityPc
Urdu
section
Evaluate26-
10-19
34

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3.3.5 Instrumental/ Tools
According to Krista Martin Research requires access to appropriate and credible
information, whether it is science, social or literary in nature. Investigators use a
variety of methods to obtain information through research journals, the Internet, and
people interviewing. Researchers may search for secondary data, obtain information
from other studies and other researchers, or use methods to obtain information, for
example, questionnaires and statistical information. The tools are adopted from
different websites and used in this study as for observational checklist for collecting
data and also used the activities for achieving the goal for the study.
3.4 Sampling design
Tom Davalos 2018, Sampling is a key part of statistics. Samples are obtained to
obtain a population understanding since studying all members of the population is
usually not feasible. The aim is to collect samples that provide the population with an
accurate representation. Time and money constraints dictate efficient sampling effort.
For characteristics, more samples are needed to characterize the essence of
populations that are highly variable than those that are less variable. There will be
approximately five students who will be focused on in this study.
3.6 Population:
According to will Kenton 2019 an entire group of people, referred to by a population.
It can therefore be said that a population is an total observation of subjects grouped
together by a common feature. In my study population almost 14 students in Class 5th
in P.C. Primary Urdu Primary School Attached With G.E.C.E (W) Hyderabad
3.7 Sampling methods:

- 19 -
Saul McLeod, 2019 , sampling is the method of selecting from the population being
examined as a representative group. In this research the Sampling methods are used to
collect data will be purposive and simple random sampling.
3.8 Sampling size:
The sample size used in this research 4 students which are affective in this study.
3.9 Data collection:
The Data collection is a procedure where the Research has used the qualitative study
and describes whole research in descriptive way. Also data was collected in this study
by the user of these tools; Checklist, activities, Reflection, Feedback, and student
records etc. The whole process goes through from systematically way/organized way
because used here the Action research on those students which were needy for
improvement and also its requirement of this semester 8.
3.10 Data analyze and Interpretations:
Data analysis is a process used by researchers for data collection data analyzing and
interpreting help in reducing a large chunk of data into smaller fragments which
makes sense. Where the researcher used Ms. Office and Excel for interpretation used
graphs and Tables and as well descriptive in the way.
3.11 Conclusion:
This chapter is totally concern about the research design and its depend on the
planning of research study which is concern about the influence of affective domain
in the learning of science at primary level in this chapter three discussed about the
methods which one I used in a study and showing the population and sampling which
is helpful in a research study through the using of table show the time span schedule
of a study and those tools or instruments are used in a research showing its names and
as well as also described the data collection tools.

- 20 -
Chapter Four
Data Analysis and Result
4.1 Overview of the chapter
This chapter has defined the analysis of the action research cycles which are well used
in action research steps Plan, Act, Observe and Reflect.
4.2 Data analysis.
While data analysis in qualitative research can include statistical procedures, many
times analysis becomes an on-going interactive process where data is continuously
collected and analysed almost simultaneously. Indeed, researchers generally analyse
for patterns observations through the entire data collection phase (Robinson, 200)4.
According to LeCompte and Schensul, 2019 research data analysis is a process used
by researchers for reducing data to a story and interpreting it to derive insights. The
data analysis process helps in reducing a large chunk of data into smaller fragments,
which makes sense.
4.3 Reports on Action Research Cycles.
Report on Reconnaissance
This report follows, the step of the action research these steps included in Planning,
Act, Observe and Reflect, Were the researchers applied all the step-through
reconnaissance (situation analysis) of practicing schools on dated 12.9.19.
Plan
This step is involved in the Planning: meeting with Head Mistress at Primary School
for giving improve in student learning through the Affective domain. In this initial
step Researcher meets with HM and shared the Consent Letters and discussed the

- 21 -
topic, the influence of affective domain on the learning of students in primary level”,
and Objective also observe the class and meet with the concerned subject Teacher’s.
Act
In this meeting, shown the Consent letter to Head Mistress and discussed the topic of
action research which one selected by Researcher, “The influence of affective domain
on the learning of students at primary level” and also informed/ discussed with her for
action research and its importance of my study.
Observe
During the meeting, I observed that HM was so much taking interest in research Part
where she also discussed the problems related to my topic and obliged for
improvement. Additionally, I also meet with Subject Teacher and cleared with the
objectives of the study., also asked questions related to students, The teacher
discussed that 5 students are facing problems related to my study.
Reflect
During the reconnaissance, successfully got the objective and motivated, given
positive responses by HM and Teacher. From above all, have the next step toward the
First Action Research cycle would be the solution to the problems, for achieving the
objective which is discussed with the Teacher. In First AR Cycle the Checklist would
be used for making better research.
4.3.1 Analysis of Cycle One: Checklist
Report
This report follows, the first step of action research these steps included in Plan, Act,
Observe and Reflect, Where the researchers applied the step on dated 16.9.19.

- 22 -
Plan.
It is the initial step of the report in which planned to design an observational tool
(checklist) to diagnose the problem of students in the learning of science through this
tool I collect the data and information about the concerning of the topic.
Act
I designed the observational checklist and filled it. In which diagnosed the problem of
students in the understanding of scientific terms in grade 5.
Observe
I observed through the checklist that the students had a problem in the understanding
of scientific terms in science classrooms due to the reasons of teacher did not use the
terms with their meanings. Mostly student was frustrated in this class. And some
students need to explain with meanings clearly and explain through the daily life
examples And I was applying a strategy in the next step of cycle student was learning
about the scientific terms which used in her syllabus.
Reflect
I have observed students through the checklist and diagnosed their problems they
faced problems in the understanding of the scientific terms and some students are
frustrated during science class in a next step I learn to students about the scientific
terms.

- 23 -
Result
In which firstly I observe in grade 5 science class used the observational tool and find
the issues some students are frustrated in this subject and not knowing about the
scientific terms which teacher used in-class science, through checklist where the, 2%
in conducive environment in the class of science, 4% Students are actively participate.
5% Use the activities according to the topic. 7% Scientific Thinking and approaches
are developed among the students9% The behavior and attitude of the students
according to their needs 11%. There is a positive interaction between students the
student during learning. 13% The conceptual knowledge like define, key terms are
cleared among the students15%. Scientific examples are integrated into science
class.16% The teacher is given an assessment tool. 18% Provide constructive
feedback after the test for the betterment of students. I observe those things which I
write in statements and in this checklist distribute the scores, 1 to 3 and in which the 3
is the highest score and the 1 is low the center numbers are the somehow through this
scoring it's easy for a judgment and take a result at a time because it’s a finding of
research topic after that I worked on the bases on these findings and their results in
1, 1, 2% 2, 2, 4%
3.3, 5%
4, 4, 7%
5, 5, 9%
6, 6, 11%
7, 7, 13%
8, 8, 15%
9, 9, 16%
10, 10, 18%

- 24 -
which I select those students which are weak in science subject and frustrate through
the using of scientific terms in-class science and the five students are the selected in
my research through this observation then the next step I planned and act in cycle2.
4.3.2 Analysis of Cycle Two
Report
This reflection follows, the first step of the action research these steps included in
Planning, Act, Observe and Reflect, Were the researchers applied the step on dated 24
-10-19
Plan
In this cycle firstly I planned to use the strategy in which students learn about the
scientific terms
Act
In class 5 I teach some scientific terms with their meanings which is related in their
syllabus then I take assessment through puzzle activity as given below;
Observe
I observe during teaching the students take an interest in the learning of a scientific
term because I used the terms with their meanings and use the daily life examples
they developed their understanding about the scientific terms, where I also have
observed that students have given more improvement in knowing the scientific terms.
Also, developed the interest of students during puzzle letter activity. Even, Teacher od
science also developed interest students learning. Additionally, it said that because of
new activities students learn more. I also appreciated that for future will apply more
activities in the classroom.

- 25 -
Reflect
firstly, planned and act in class 5, worked on my third objective in which use the
scientific terms students are learning about the scientific terms which are used in
science subject like photosynthesis, respiration, liver, lungs, digestion, vertebrates,
invertebrates and so on during teaching I take a formative assessment students to give
a responses with their understanding in this cycle students first learned about the
scientific terms
4.3.3 Analysis of Cycle Three
Report
This reflection follows, the first step of the action research these steps included in
Planning, Act, Observe and Reflect, Were the researchers applied the step on dated
26-10-19
Plan
In this step of cycle three, planned about the conducting assessment through the using
of a puzzle activity strategy.
Act
In which I provide the activity paper of my focused students of research in grade 5
which are the frustrating in science classroom this action I take after the learning of
scientific terms.
Observe
This observational step I observe the student attempts the activity with their
developed understanding and their own conceptions which they learn in cycle 2.

- 26 -
Reflect
Firstly, I follow the three steps of the report in grade 5 I apply the strategy of puzzle
activity in which students find the scientific terms which they are learned they attempt
easily and give a good response about their developed understanding.
Puzzle letter activity
find the10 scientific terms through this activity
 Hiba take a 90%
1 Ali take a 80%
2 Shahbaz take a 80%
3 Aisha take a 80%
4 Fatima take a 80%
Ali
8
Correct words
Hiba
9
puzzle
activity
Correct words
Sehbaz
8
Aisha
8
Correct words
Fatima
8

- 27 -
Result
This strategy used after the teaching of scientific terms in which students find the
terms with their developed understanding and give a good response which show in
above in which, Hiba take a highest score because they clear their conceptions about
the scientific terms they attempt the 10 words and 90% are correct in his performance
she take a ten out of nine and the other, Shahbaz, Fatima, Ali, and Aisha was attempt
and take a 10 out of 8 with their developed understanding give also a good responses
in which students find the words through the puzzle letter activity and showing their
performance the other students take an 80% because they correct the same number of
scores in her performance they correct the 8 words out of 10 in puzzle letter activity.
4.3.4 Conclusion.
The overall conclusion is that in which I meet with HM and write a report on it and
then act on a cycle 1 in which I observed and take a findings then the next worked on
cycle 2 in which I act and apply the strategies and then take a final result on it in cycle
3 show the percentage of the improvement of students performance and as well as my
achievement.

- 28 -
Chapter Five
Summary, Discussion Conclusion and Recommendation
5.1 Overview of the chapter
This chapter totally concerned with the discussion that based on results, summary,
conclusion, the collected data and recommendation for the future research on this
topic.
5.2 Summary
The summary of this whole research is based on the influence of affective domain on
the learning of student's affective domain was a method that utilizes learning skills
which were firmly related to emotions, awareness of behaviours interest, attention,
responsibility and ability to listen and respond with others. Affective domain
developed well rounded student with broad abilities. In which the factors are included
student motivation, attitudes, perceptions and values. Students would express their
positive feelings, responses and think critically and students were learned
motivational theories and encourage for the achieving of learning goals. The main
objective of this study was to examine the achievement of students and to implement
the favourable strategies in the affective domain in the science classroom. The study
was qualitative in nature and area of this study was focused on Grade 5th
at primary
P.C Urdu section school attached with G.E.C.E (W) Hyderabad also used simple
random sampling and Purposive selected population and sample is 4/12 influenced
students selected. The concept is found that learning is an intellectual and mental
function. However, learning is not a just cognitive (mental) function. Whereas,
Attitudes, Behaviours, and physical skills are also learned. the affective domain is a
method that utilizes learning skills that are firmly related to emotions, awareness of
behaviours interest, attention, responsibility, and ability to listen and respond with
others. The affective domain can be developed by well-rounded students with broad

- 29 -
abilities. In which the factors are included student motivation, attitudes, perceptions,
and values. Students will express their positive feelings, responses and think critically
and students are learned motivational theories and encourage the achieving of
learning goals and its aim whose concern with the scientific language or terms in
which to overcome the issues of science learning. To achieved the purpose with the
using of designed objectives as well as research questions it is helped to resolve the
issues and in hence skills. The Problem is focused in this study that students are
frustrated concerning scientific terms, especially in science classrooms. According to
the Michael little dyke the affective domains need to be explicitly integrated in a
science education that informs environmental education, as a sense of relationship is
essential for environmental care and responsibility leading to informed action”. that
educational psychology achievement goals how and individual presumes competence
in cognitive, affective skill, and behavioural domains. In this research my finding was
that the students were frustrated in the understanding of scientific terms in science
subject the recommendation of the study is that teacher used the terms with their
meanings and apply the strategy for the need of students and the level of students.
5.3 Discussion
In this study its broadly discussed all the cycles, where first situation analysed in
schools and found problem during Practicing school’s, and then write a report on the
appreciation in the planning foundations, act, observe and reflect in which I consult
with HM and the next step, in which I first observe the observation during grade 5. In
the science class, the observational tool was used and some students found the issues
frustrated in this topic and did not know the scientific terms used by the teacher in
class science. Through the checklist, the things I write in the statements and in this
checklist distribute the scores, 1 to 3 and in which the 3 is the highest score and the 1

- 30 -
is the lowest, the centre numbers are the easiest to judge by this scoring. Because it
is a finding of research topic after I worked based on this finding and its results in
which I select those students who are weak in science and frustrate with the use of
scientific terms in-class science and the five students who are selected in my research.
Through this observation then the next step I planned and acted in cycle 2.i worked on
my third goal in which students use the scientific terms to learn about the scientific
terms used in science such as photosynthesis, respiration, liver, lung, digestion,
vertebrates, invertebrates, etc. During the teaching, I take a formative assessment
student give answers with their understanding in this process students learned first of
all about the scientific terms in cycle 3 This technique used after the teaching of
scientific terms in which students find the words with their established understanding
and give a good response. That shows in above in which, Hiba takes the highest score
because they clear their conceptions of the scientific terms they try the 10 words and
90 per-cent is correct in his performance she takes ten out of nine and the other,
Shahbaz, Fatima, Ali, and Aisha were trying to take 10 out of 8 with their developed
understanding also give good answers. In which students find words through the
puzzle letter activity and demonstrate their results, the other students take 80 per-cents
as they correct the same number of scores for their performance and correct the 8
words out of 10 in the letter activity of the puzzle. I got success when students given
changes in their behaviours.
5.4 Conclusion
In this study is conclude with the influence of effective domain on the learning of
students it is focused on motivational theory in science classroom and the effective
domain show the feelings, emotions, and behaviours of a students in learning of
science subject because they frustrate in the understanding of scientific terms which
was teacher use in a class. The study concluded that teachers need to work on students

- 31 -
learning and overcome the issues with the using of different strategies. Teachers
should provide their students with a strategy to facilitate their learning process.in
which planned and act in cycles apply the various strategies and then take a final
result and show the percentage of the improvement of student's performance and as
well as the achievement of this study.
5.5 Recommendations
1. The motivational theory should be integrated into the science subject and every
Subjects.
2. Students should be developing their skills with the help of the scientific
Environment.
3. The teacher should be explaining the meanings of scientific terms.
4. The teacher should be using daily life examples in science.
5. The teacher should be applying strategy according to the needs of students
learning.
6. The teacher should be giving constructive feedback on the learning of science.
7. The teacher should be taking care of their feelings and emotions
8. Future Researchers should be making a scientific strategy that will resolve the
more issues that students faced.

- 32 -
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Appendices
Appendix A: Consent Letter

- 37 -
Appendix B: Checklist
General information
I am a prospective student for study personally observation for research on “The influence
of affective domain on the learning of student “I request you give permission for observing a
class representing in a checklist, assume the data shall be best confidential and intent only
for research purpose
Part A
Grade___5______________________ School name: P.C Urdu section
Date and Time :
Part B
Note: No – 1, Somehow – 2, yes – 3
S.No Statement Yes Someho
w
No
1.
Provide conducive environment in the class of science.
2
2.
Student seem actively participate in the class.
2
3.
Use the activities in classroom according to the topic .
2
4.
Scientific Thinking and approach are developed among the
students.
1
5.
The behavior and attitude of the students are created
according to their needs.
3
6.
There is positive interaction between student to student
during learning.
2
7.
The conceptual knowledge like define, key terms are
cleared among the students .
2
8.
Scientific examples are integrated in science class.
3
9.
Teacher is given assessment tool in the concern class.
1
10.
Provide constructive feedback after the test for the
betterment of students.
1

- 38 -
Appendix-C: Activities

- 39 -

- 40 -

- 41 -

- 42 -

Thesis: The Influence Of Affective Domain On The Learning Of Students At Primary Level

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