Exploring the Impact of Affective Domain Engagement on Learning: A Comparative Analysis of Different Teaching Approaches

This quantitative study compares direct and indirect teaching approaches, investigating how the affective domain—emotions, attitudes, and motivation—shapes the teaching-learning process. Grounded in Krathwohl’s affective domain taxonomy, it explores the impact of students' emotional experiences on their self-efficacy, engagement, and skill acquisition. Data were collected from 300 Physical Education learners. The results show no significant difference in the median of the five affective domain categories between direct and indirect pedagogy, but notable differences exist in how they influence learners. Indirect methods encourage self-discovery but may not effectively instill values like teamwork and perseverance without direct teacher guidance. The affective domain often requires teachers to model desirable behaviors, such as fairness, respect, and empathy. Indirect teaching methods minimize the teacher's active role, reducing the opportunities for students to observe and emulate these behaviors. To optimize the development of both the affective domain and skills in learners under direct and indirect teaching approaches, students may cultivate a growth mindset, embrace holistic development, and actively participate in physical education. The Department of Physical Education may promote holistic learning and research-based practices, while PE teachers must integrate affective-focused pedagogies and model positive behaviors. Curriculum developers may balance technical and emotional development with assessment tools, and researchers must explore the long-term impact of affective teaching across diverse contexts. Future researchers are encouraged to expand studies, develop innovative assessment tools, and evaluate pedagogical approaches to enhance both emotional and skill development in sports education.