Mathematical Affective Domain and Cognitive Domain

Source abstract

The purpose of this study is to analyze longitudinal association between mathematical affective domain and cognitive domain. For this purpose, we used the Korea Education Longitudinal Study data(KELS 2005) which included students’achievement test scores and affective domain scores from the 7th grader in 2005 to the 9th grader in 2007. Subjects of this study is a total of 6004 students who got achievement test scores and answered to the mathematical affective domain survey in KELS 2005. The result findings are as follows. First, equal causation relationship between mathematical affective domain and cognitive domain is found and students’affective domain had slightly decreased as they went up to higher grade. Second, the level of mathematical affective domain and cognitive domain did not change easily specially for high level students of both domains and for low level students of both domains. Third, there is a tendency for the students who have big difference between both level of domains that the level of affective domain changes dependently to the level of cognitive domain.