Assesing Affective Behaviour as a Vehicle for Achieving Attitudinal Change and Manipulative Skills among Students in Nigeria

International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue XII, December 2018 | ISSN 2454–6186

Assesing Affective Behaviour as a Vehicle for Achieving Attitudinal Change and Manipulative Skills among Students in Nigeria

Garba Alhaji Muhammad1, Abubakar Garba2

 1Department of Psychology, School of Education, Aminu Saleh College of Education, Azare, Bauchi State, Nigeria, India
2Ph.D., Department of Educational Foundations, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria, India

Abstract:-This paper examined effective measurement of affective behavior as a vehicle for promoting core values and skills among students in Nigeria. Teachers as “producers” of other professionals, such as doctors; lawyers; engineers, accountants etc have significant roles to play in achieving economic recovery. In view of the above, the paper examined the Bloom’s Taxonomy of learning embracing, cognitive, affective and psychomotor domains. However, it observed heavy reliance on cognitive domain as against affective and psychomotor. Also, an analysis of some randomly selected question papers has also justified the over reliance on the cognitive domain. Moreso, clarification/explanation on measurement of affective domain as a tool for promoting values and skills was given. The paper concludes that affective behavior if effectively measured will make students imbibe the habit of trust worthiness and will inform stakeholders about the interest, attitude, feeling, ambitions etc of children for guidance, placement and assignment of responsibilities among others. That school managers and other stakeholders should devise a way of measuring affection for certification as one of the recommendations.


Assessment is a means whereby the teacher obtains information about knowledge gains, behavioural changes and other aspects of the development of learners (Oguneye, 2002). It involves deliberate effort of the teacher to measure the effect of the instructional process as well as the overall effect of school learning on the behaviour of students. It covers all aspects of school experience both within and outside the classroom. According to Esere and Idowu (2003), assessment refers to a systematic and objective process of determining the extent of a student’s performance in all the expected changes in his behaviour, from the day he enters upon a course of study and a judicious accumulation of all pieces of information derived from this purpose with a view to using them to guide and shape the student and to serve as basis for making important decisions about the child. In other words, assessment should be systematic, comprehensive, cummulative and guidance oriented.

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