Promoting Values Among Primary School Students Through Learning Activities Based on Krathall's Affective Domain Classification

Abstract

This research examined the effectiveness of structured educational activities based on Krathwohl’s affective domain taxonomy in promoting values among primary school pupils in some Libyan schools, with a particular focus on the value of cleanliness. The research adopted a qualitative approach and involved (95) pupils from three public primary schools. An educational program was implemented over a period of (15) weeks. The activities were designed according to the levels of the affective domain, and data was collected using an observation checklist and group interviews with teachers.

The findings demonstrated the effectiveness of the program in promoting the value of cleanliness. Pupils showed improved cleanliness-related behaviors both inside and outside the school, as well as increased initiative, sense of responsibility, and participation in voluntary and awareness-raising activities. The impact of the program also extended to the family and community environments, reflecting the transition of the value from knowledge to actual practice.

The research also identified several challenges faced by teachers during implementation, including inadequate preparation in values education, curriculum pressures, limited time and resources, and weak cooperation between schools and families. The research concluded that educational activities based on the affective domain represent an effective approach to promoting values. It recommended providing teachers with appropriate training, ensuring institutional support, and strengthening school–family partnerships to sustain the impact of values-based educational programs.