This study investigated on the place of affective learning on cognitive learning improvement in two schools located in Arusha, Tanzania. The study established that there is a great need to balance the assessment of learning outcomes in learners by including all the domains associated with behavioral changes instead of assessing the cognitive achievement in the learner alone. The study has also found out that most teachers apply affective knowledge through experience but have little knowledge whether affective learning has any significant contribution towards improving cognitive skills. To reach the conclusion 41 teachers from two schools were involved in the study through questionnaire instrument. The study employed descriptive and inferential statistics (t-test and ANOVA) by the aid of SPSS. The overall results have shown that regardless of gender and teaching experience, teachers have a similar understanding of the concept in many dimensions.
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