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.
| Published in | Education Journal (Volume 14, Issue 2) |
| DOI | 10.11648/j.edu.20251402.12 |
| Page(s) | 47-51 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Activity-based Learning, Affective-cognitive Teaching, Behavioural Engagement, Academic Outcomes, Vocational Education, Practical Skills
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APA Style
Omutange, E., Barasa, V. (2025). Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students. Education Journal, 14(2), 47-51. https://doi.org/10.11648/j.edu.20251402.12
ACS Style
Omutange, E.; Barasa, V. Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students. Educ. J. 2025, 14(2), 47-51. doi: 10.11648/j.edu.20251402.12
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Download@article{10.11648/j.edu.20251402.12,
author = {Elijah Omutange and Violet Barasa},
title = {Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students
},
journal = {Education Journal},
volume = {14},
number = {2},
pages = {47-51},
doi = {10.11648/j.edu.20251402.12},
url = {https://doi.org/10.11648/j.edu.20251402.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251402.12},
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.
},
year = {2025}
}
TY - JOUR T1 - Affective-Cognitive Teaching Approach Affect on the Behavioural Engagements, Academic Achievement, and Self-efficacy of Technical and Vocational Students AU - Elijah Omutange AU - Violet Barasa Y1 - 2025/03/21 PY - 2025 N1 - https://doi.org/10.11648/j.edu.20251402.12 DO - 10.11648/j.edu.20251402.12 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 47 EP - 51 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20251402.12 AB - 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. VL - 14 IS - 2 ER -
Department of Technology Education, Moi University, Eldoret, Kenya
Department of Technology Education, Moi University, Eldoret, Kenya
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