Abstract:
Research indicates that teaching in primary schools in Kenya is teacher centred with low learner enthusiasm, limited learner interaction and participation. This kind of education kills learner creativity, knowledge construction and innovativeness. Kenya requires innovative education in her aspiration towards a knowledge based economy. Poor acquisition of literacy and numeracy skills has been reported. This study sought to establish whether addressing the affective domain in teaching and learning enhances learners' innovativeness and learning outcomes. It also sought to establish whether the affective domain is addressed in Kenya policy documents and school curriculum. Four research studies were analyzed and revealed that addressing the affect in teaching and learning improves learner innovativeness. It was also established that use of information technology address the affective domain. It enhances learning environment, arouses learners' curiosity, enthusiasm and aids in development of problem solving skills which are crucial in development of learner knowledge construction skills. The affective domain was likened to lubricating oil used in turning cognitive wheels in molding a holistic individual when addressed alongside intellectual development. Kenya school curriculum and policy documents were found to address the affect as well as knowledge and skills and the puzzle was why learning is not effective in most Kenya primary schools. The main problem tends to be teacher effectiveness which should be addressed through continuous teacher professional development and monitoring of teaching effectiveness. Teaching approaches then should be consciously structured to address the affective domain. In particular, values should be emphasized. This study is critical as it brings to the awareness of teachers that teaching learning environment and teaching strategies ought to be directed to address the affective domain because it matters in improvement of learning outcomes and in holistic development of the learner.
