Analysis of Students’ Climate Change Learning Using the Affective Domain of Learning

• Published in: RGSA : Revista de Gestão Social e Ambiental 2024, Vol.18 (6), p.e05908-15
• Main Authors: Diquito, Tomas Jr A., Acuña, Alliesa R., Garcia, Jolai R., Laganson, John Brian C.
• Format: Article
• Language: English
• Subjects: 21st century; Affect (Psychology); Climate action; Climate change; Climatic analysis; Community; Curricula; Education; Environmental education; Food security; Learning; Mitigation; Secondary school students; Secondary schools; Students
• ISSN: 1981-982X; 1981-982X
• DOI: 10.24857/rgsa.v18n6-075

Objective: To assess the influence of affective actions on senior high school students' perceptions and behaviors regarding climate change, including mitigation, adaptation, and policy support; and provide insights for educators, administrators, and policymakers on integrating affective learning strategies into climate change education to promote long-term engagement and action.   Theoretical framework: This study is anchored on the Affective Domain of Learning by Krathwohl, Bloom, and Masia (1964).   Method: This study utilizes a descriptive design using a survey instrument that was implemented to the selected Senior High School students in Region 11 and 12, Philippines.   Results and conclusion: The gathered data suggest that senior high school students have a strong grasp of climate change, particularly emphasizing the affective aspect of learning.   Implications of the research: The implication of this research is that senior high school students possess a strong understanding of climate change's affective aspects, suggesting the effectiveness of educational efforts in engaging students on this topic. Addressing the identified weak correlation between valuing and characterization could enhance climate change education by providing clearer guidance on integrating personal values with the development of individual philosophies, ultimately fostering comprehensive awareness and action among students.