The primary grade learners’ attitude toward the affective domain of learning: Basis for a values formation program

The study aimed to investigate the levels of attitude of the affective domain of learning among primary-grade pupils at Mahayahay Elementary School, focused on demographic profile (grade level, sex, birth order, family setting, parenting style) as the independent variables and attitude (receiving, responding, and valuing) the dependent variables. It utilized the descriptive-causal research design. Applying stratified random sampling, 55 participants were subjected to statistical treatment (frequency and percentage, weighted mean, and stepwise regression analysis). Findings revealed that the majority were Grade 3 participants, females, many (f=19,34.5%) were last-born individuals, and most (f=49, 89.1%), lived with parents under authoritative parenting styles (f=31,56.4%). Participants manifested all levels of attitude toward the affective domain of learning. However, sex alone accounted for 22.5% of the variance in the receiving level. Sex together with parenting style contributes 17.9% of the variance of responding level. Family setting accounted for 11.2% of the variance of valuing. These findings emphasized the influence of demographic profile on the levels of attitude toward the affective domain of learning in primary education, therefore, rejecting the null hypothesis at 0.05 level of significance. Hence, a values formation program was proposed.