Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Students’ engagement with educators comprise a cognitive and affective interactions. The interaction between cognitive and affective engagement may enhance their overall behavioural response to teaching and learning activities. However, there are fewer studies on integrated cognitive-affective aspects of teaching and learning and its outcome among students in tertiary levels learning institutions in developing countries specially in the Sub-Saharan Africa. Therefore, the aim of the current study was to evaluate the effect of affective-cognitive teaching and learning on behavioural engagement, academic achievement and self-efficacy among students in Technical and Vocational Education Training (TVETs) in Kenya. This study employed a quasi-experimental design method comprising a pre- and post-test. Students groups were divided into two groups (n1 = 21 and n2 = 24). The two groups were taught the same course in technology education focusing on material design, where the first groups were done based on the integrated affective-cognitive approach, while the second (control) group was using the conventional method of teaching. The teaching method was the independent variable while the dependent variables were behavioural engagements, academic achievement and self-efficacy among TVET students. The study established that the group that were taught using cognitive-affective method had significantly (P < 0.05) higher scores in behavioural engagements (mean = 6.14 ± 0.34), academic achievement (5.87 ± 0.24) and self-achievement (5.043 ± 0.22) than the control group. The current study demonstrates the worthiness of the teaching intervention based on integrated affective-cognitive learning method. Therefore, the current study advocates for the integrated affective-cognitive teaching and learning approach in promoting positive behavioural engagements, academic achievements and self-efficacy among students in technical and vocational training institutions.
Source: Education Journal
Authors: Elijah Omutange, Violet Barasa
Institution: Moi University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408876828