Affective Component and Emotional Reactions to Academic and Classroom Performance of Elementary School Pupils

The study attempted to determine the extent of affective component of learning and emotional reactions to pupils’ academic and classroom performance. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency and percentages, and Pearson-Product Moment Correlation were utilized to ascertain the extent of affective component and emotional reactions of pupils, pupils’ academic and classroom performance, and for the significant relationship between the level of pupils’ academic and classroom performance and the extent of affective components and emotional reactions of pupils. Findings revealed that affective components and emotional reaction to pupils’ academic and classroom performance had moderate positive relationship. Subsequently, it was recommended that teachers should craft intervention materials that enhance psycho-emotional development of pupils in order to sustain academic and classroom performance.