How to Measure the Affective Domain

2. •What is Attitude?
•Components of
Attitude
•Why study
Attitude?
•How to measure
Attitude?
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Attitudes are defined as a mental
predisposition to act that is expressed by
evaluating a particular entity with some degree
of favor or disfavor. Individuals generally have
attitudes that focus on objects, people or
institutions. Attitudes are also attached to
mental categories. Mental orientations towards
concepts are generally referred to as values

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1. COGNITIONS
Cognitions are our beliefs, theories,
expectancies, cause-and-effect beliefs, and
perceptions relative to the focal object.
This concept is not the same as "feelings"
but just a statement of beliefs and
expectations which vary from one
individual to the next.

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2. AFFECT
The affective component refers to our
feeling with respect to the focal object such as
fear, liking, or anger. For instance, the color
"blue" evokes different feelings for different
individuals: some like the color blue but others
do not. Some associate the color blue with
"loneliness" while others associate it with "calm
and peace

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3. BEHAVIORAL INTENTIONS
Behavioral intentions are our
goals, aspirations, and our expected
responses to the attitude object.

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4. EVALUATION
Evaluations are often considered the
central component of attitudes. Evaluations
consist of the imputation of some degree of
goodness or badness to an attitude object. When
we speak of a positive or negative attitude
toward an object, we are referring to the
evaluative component.

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Obviously, attitudes can influence the way
we act and think in the social communities
we belong. They can function as
frameworks and references for forming
conclusions and interpreting or acting for
or against an individual; individuals, a
concept or an idea.

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For instance, think about your
attitudes toward "drinking alcoholic
beverages" or "gambling" or attitude
towards "mathematics and mathematical
equations". Do these attitudes shape the
way you think and correspondingly act?
What is your response? How is your
response informed by each of these
attitudes?

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Several studies in the past, for
instance, concluded that poor
performance in school mathematics
cannot be strictly attributable to
differential mental abilities but to
the students' attitudes toward the
subject.

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When mathematics classes are
recited, students with negative attitude
towards mathematics tend to pay less
attention and occupy their minds with
something else. Thus, attitudes may
influence behavior. People will behave in
ways consistent with their attitudes.

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Attitude is defined as the sum
total of an individual's manner,
feelings, thoughts, mind- set,
opinion, view, position, way of
thinking, and outlook to a specific
topic.

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Suggestions in Measuring Attitudes
1.Attitude statement must be agreeable or
disagreeable. For instance, “Punctuality
must be rewarded as incentive.”
2.Attitude items must be stated in present
tense or future tense rather than past tense.
3.Present tense is preferred to state attitude
item to determine the present realities and
its effects in the future

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4. Brief and concise attitude item is preferable
rather than long statement. Simple and
understandable statements are preferred
rather than ambiguous statements.

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5. Only one complete attitude item is stated
in every attitude statement. For instance,
Poor Item: A good student is prayerful and
studious.
Good Item: A good student is prayerful.
A good student is studious.

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6. Double negative and ambiguous
statements must be avoided in stating
attitude items.
7. Specific determiners like "all,"
"always," "none," "never," "not," "nothing,"
and "no" must be avoided.

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8. Qualitative terms such as "few,"
"many," "great," "frequent," and "large"
are vague an they must be avoided.
9. The items are carefully constructed
within the language level of the students.
10. Determiners like "may," "usually," and
"some" must be avoided.

23. RATING SCALE
5 – Strongly agree
4 – Agree
3 – Undecided
2 – Disagree
1 – Strongly
Disagree
23
Attitudes
Strong
ly
Agree
Agree
Undeci
ded
Disagr
ee
Strong
ly
Disagr
ee
5 4 3 2 1
1. I like Mathematics
because it is easy to
understand.
2. I like Mathematics
due to logical
understanding of
theory and process.
3. I like Mathematics
for it is an easy
subject.
4. I enjoy solving
problems in
Mathematics
5. I like Mathematics
because it is
applicable in daily life.

24. Suppose, there are
50 students who
evaluated their
"Attitudes Toward
Mathematics”. The
results of the
tabulation are as
follows:
24
Attitudes
Stron
gly
Agree
Agree
Undeci
ded
Disag
ree
Stron
gly
Disag
ree
Tot
al
5 4 3 2 1
1. I like
Mathematics
because it is easy to
understand.
15 30 5 50
2. I like
Mathematics due to
logical
understanding of
theory and process.
35 13 2 50
3. I like
Mathematics for it
is an easy subject.
1 6 1 42 50
4. I enjoy solving
problems in
Mathematics
20 28 2 50
5. I like
Mathematics
because it is
applicable in daily
52 20 5 50

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X1 =
𝑓1𝑋1 +𝑓2𝑋2+⋯𝑓𝑘𝑋𝑘 𝑜𝑟 ∑𝑓𝑥
𝑓1+𝑓2+⋯𝑓𝑘
=
15 5 +30 4 +5 3 +0 2 +0(1)
15+30+5
=
75+120+15
50
=
210
50
= 4.2 (Agree)

26. The attitude toward
Mathematics of senior
teacher-education students
in certain state university
ranged from “strongly
agree” to “disagree”,
having mean values of 4.66
to 2.32 respectively. They
strongly agree item 2 on “I
like Mathematics, I gain
logical understanding of its
theory and process.” And
they disagree item 3 on “I
like Mathematics for it is an
easy subject.”
26
Attitudes
Mean
X
Interpre
tation
1. I like Mathematics because
it is easy to understand.
4.2 Agree
2. I like Mathematics due to
logical understanding of
theory and process.
4.66
Strongly
Agree
3. I like Mathematics for it is
an easy subject.
2.32
Disagre
e
4. I enjoy solving problems in
Mathematics
4.36 Agree
5. I like Mathematics because
it is applicable in daily life.
4.4 Agree