Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research method, sources of data, the respondents of the study,

the data gathering instruments, validation of the instruments, data gathering procedure, and

statistical treatment used in this study.

Research Methodology

The study employed a mixed-methods design, integrating both quantitative and

qualitative methodologies to investigate the effects of authentic learning tasks within the Earth

and Life Science subject. The qualitative data obtained from focus group discussions

complemented the quantitative data collected, providing a comprehensive understanding of the

implications of using authentic learning tasks in teaching Earth and Life Science. Qualitative

analysis explored the subjective perceptions and attitudes upon the implementation of authentic

learning. On the other hand, quantitative analysis provided empirical evidence of its impact on

students' conceptual understanding, critical thinking skills, scientific attitudes, and appreciation

of Earth and Life Science.

Additionally, an experimental design was utilized to delve into the impact of employing

authentic learning tasks among students. Experimental research is a study conducted with a

scientific approach using two sets of variables. The first set acts as a constant (pretest), which

you use to measure the differences of the second set (posttest). This research specifically delved

into a pre-experimental method were students' baseline knowledge of Earth and Life Science

concepts was assessed before the introduction of authentic learning tasks. This helped in

understanding the starting point of the students and provided a basis for comparison with post-

test results. The figure shows the quasi-experimental design in the study.
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Experimental : O1—X— O2
Where: O1 = Pretest; O2 = Post-test; and, X = the treatment or intervention
Sources of Data

The primary source of data that was used in this study includes the scores obtained by the

students in the pre-test and post-test to know the performance of the students in Earth Science to

determine respondents' conceptual understanding of the students in Earth Science. The students’

scientific attitudes values and appreciation of Science about authentic learning tasks are

determined using the researchers’ attitudinarian. The evaluation sheet was used to determine the

evaluation of teacher-jurors (a.) Consistency of objectives, activities, and assessment (b.)

Correctness of earth science concepts; and (c.) Motivational value. The secondary sources of

data include various books, websites, journals, and other articles found relevant to this study.

Respondents

This study involved two (3) sections of the Grade 11 class of Daraga National High

School, enrolled in the school year 2022-2023. The respondents were chosen because this is the

group in the Senior High School who are taking up Earth and Life Science subjects. Moreover,

the heterogeneous grouping in terms of sectioning students in Daraga National High School

added to the validity of this study.

This school has good academic records and is known to produce students who qualify in

reputed colleges and universities in Metro Manila; because of the big teacher-student ratio,

results would determine if using such a strategy is ideal for big classes such as what the school

has.

Research Instrument
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To gather data and information for the research problems, the researcher develops and

adopts instruments that includes checklists, questionnaires, and researcher-made test. These are

the following:

Prepared Lesson Plan. To provide a standardized framework for instruction, ensuring

consistency across classrooms, Eight (8) lesson plans were prepared by the researcher

encapsulating the authentic learning tasks implemented in the curriculum, allowing for detailed

analysis of alignment with authentic learning principles. The lessons also helped facilitate

systematic documentation of teaching methodologies, enabling nuanced understanding of

instructional practices and support comprehensive data collection on the instructional process,

enhancing the rigor and validity of the research findings.

The lesson format for the thesis entitled "LESSONS IN EARTH AND LIFE SCIENCE

USING AUTHENTIC LEARNING TASKS" follows a structured approach to facilitate effective

teaching and learning. The lesson begins by specifying the learning area, which in this case is

Earth and Life Science. This ensures that the lesson is focused on the relevant subject matter.

The learning competencies are then outlined, highlighting the specific skills, knowledge,

or abilities that students are expected to acquire or demonstrate. These competencies serve as a

guide for designing the lesson activities and assessments, ensuring alignment with the desired

learning outcomes.

The objectives of the lesson are clearly stated, providing a clear direction and purpose for

student learning. These objectives are measurable and serve as benchmarks for evaluating

student progress and achievement.

The Lesson Proper is the main body of the lesson and is divided into several sections.
 77

The review section serves as a brief recap of previously covered material, reinforcing prior

knowledge and setting the stage for the new content. The activate phase aims to engage students'

interest and curiosity through stimulating activities or discussions related to the main topic.

The immerse section incorporates the use of GRASSP, which stands for GOAL, ROLE,

AUDIENCE, SITUATION, PRODUCT/PERFORMANCE/PURPOSE, STANDARDS AND

CRITERIA FOR SUCCESS. This section involves authentic learning tasks that encourage

students to actively participate and apply their knowledge and skills in real-life contexts. It

promotes critical thinking, problem-solving, and the integration of different concepts.

The synthesis section allows students to consolidate their understanding of the lesson by

summarizing key concepts, creating concept maps, or engaging in group discussions. It

encourages students to make connections and deepen their comprehension.

The evaluation phase assesses students' learning through various assessment methods,

ensuring that the objectives and competencies have been achieved.

The plus extend section provides opportunities for students to further explore and expand

their knowledge beyond the basic lesson content. It encourages independent research, critical

thinking, and creativity, fostering a deeper understanding of the subject matter.

The format was used to ensure that the teacher create a structured and engaging learning

experience that promotes active participation, critical thinking, and the application of knowledge

and skills in authentic contexts.

Teachers Evaluation Sheet. To ensure the quality and consistency of the prepared

lesson plan, test evaluation sheet were also used. This served as a comprehensive tool for

assessing the quality and consistency of the instructional materials developed for this study,

focusing on ensuring alignment with learning objectives, correctness of earth science concepts,
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and motivational value.

The evaluation sheet for the lesson plan and the standard evaluation rating sheet of the

Department of Education under the Learning Resource Management and Development System was

utilized to evaluate the eight (8) lesson plans. The table below is the result of the evaluation made by the

different teachers of Albay Division on (a) essential features of the lesson; (b) the use of the authentic

learning tasks approach; and, (c) Instructional Materials Activity Sheets based on LRMDS.

Features of every lesson include (a) consistency of the objectives with the topics/skills, (b)

motivational activity that raises student's interest, (c) contents and resources, (d) reinforcement of the

learning (e) appropriate activities and assessment; and (f) clarity of the tasks and procedure. These

indicators were checked by the validators of the lessons with authentic learning tasks. The scale that was

used to evaluate the lessons is (5) Excellent, (4) Very Satisfactory, (3) Satisfactory, (2) Poor, and (1) Very

Poor. The result of the evaluation is shown in Table 3.

Table 3. Jurors' Evaluation of the Lesson Plan Along Essential Lesson Planning Features

Indicators Lesson

1 2 3 4 5 6 7 8

1. Objectives are 4.33 4.33 4.33 4.33 4.33 4.33 4.33 4.33
consistent with the
topics/skills found in the
DepEd Learning
Competencies for the
topic (variations) in
grade 11; are achievable
within the time frame.

2. Lesson is opened by a 4.67 5.00 4.67 5.00 5.00 5.00 4.67 4.67
motivational activity
that raises students’
interest and promotes
prior knowledge
regarding the topic.
 79

3. Detailed all contents and 4.67 5.00 5.00 4.67 4.67 4.67 5.00 5.00
resources required for
instruction.

4. The summary provides 4.67 4.67 4.67 5.00 5.00 5.00 4.67 4.67
strong reinforcement
learning and link to
future learning.

5. Activities and 4.67 5.00 5.00 5.00 5.00 4.67 4.67 5.00
assessments are
appropriate and
connected to the
lesson’s objectives.

6. The students’ 4.67 4.67 4.67 5.00 5.00 4.33 4.67 5.00
task/activity procedures
are clearly stated, direct,
and are achievable.

AVERAGE 4.61 4.78 4.72 4.83 4.83 4.67 4.67 4.78

It can be gleaned in Table 3 on the jurors' evaluation of the developed lessons along the

essential features of the lesson plan: the average rating of the jurors is beyond the very

satisfactory rating and that is almost excellent. Lesson 1 has an overall rating of 4.61, and lessons

6 and 7 have the same rating of 4.67. Lesson 3 has a rating of 4.72, lessons 2 and 8 have the

same rating of 4.78, and lessons 4 and 5 have an average rating of 4.83. The jurors also

commended the flow of the lessons (See figure 3) and the activities that use a variety of teaching

strategies. Jurors also note that critical-thinking skills and the use of ICT are also evident.

The lessons using authentic learning tasks will enable students to learn how useful and

important science is in their everyday lives by working on projects and doing tasks that are based

on real-world situations. Students will learn how to apply scientific ideas to real-world situations,

such as problems with the environment or health, and they learn how science can affect their

lives. Critical thinking, problem-solving, teamwork, communication, and creativity are just a few
 80

of the essential 21st-century abilities that may be fostered through authentic learning activities

and projects (National Research Council et al., 2013).

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(a) Use of Authentic Learning Task Approach

In the evaluation of the Lesson plan on the use of an authentic learning tasks approach,

the indicators include (a) clarity of goals and the expected learning experience, (b) engagement

of students in the activities (c) engagement of the learners in higher-level thinking (d)

resemblance of the challenges to their everyday life (e) support of the tasks to the environment

and learning experiences (f) promotion of collaborative learning (g) sufficiency of the allotted

time and (h) development of understanding of the subject matter. The rating scale used to

evaluate the lesson also includes (5) Excellent, (4) Very Satisfactory, (3) Satisfactory, (2) Poor,

and (1) Very Poor. Table 4 below displayed the Jurors' evaluations of the Lesson Plans on the

Use of the Authentic Learning Tasks approach.

Table 4. Jurors' Evaluation of the Lesson Plan on the Use of Authentic Learning Task Approach
Indicators Lesson

1 2 3 4 5 6 7 8

1. Learning experiences 5.00 4.67 5.00 5.00 5.00 4.67 4.67 4.67
are designed with
clearly established
goals.

2. Learners engage in 4.67 5.00 5.00 5.00 5.00 5.00 5.00 4.67
activities in a
meaningful way when
they are able to dive into
the learning, with a clear
sense of purpose, and of
what success looks like.

3. Assessments engage 4.67 5.00 5.00 4.67 4.67 4.67 5.00 5.00
learners in higher-level
thinking. Rather than
techniques like quizzes
and tests, authentic
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learning emerges
through assignments
where learners are
immediately able to
apply the material.

4. The activities resemble 4.67 5.00 5.00 4.67 4.67 4.67 5.00 5.00
everyday work
challenges that learners
are developing skills to
overcome.

5. The activities facilitate 5.00 4.67 4.67 5.00 5.00 5.00 4.67 4.67
and support an
environment in which
learners feel that they
are contributing to the
learning experience and
the organization.

6. The learning activities 5.00 5.00 5.00 5.00 5.00 4.67 4.67 5.00
require the students to
share their findings with
the class as a form of
collaboration.

7. There is time for 4.67 4.67 4.67 5.00 5.00 4.67 4.67 5.00
students to summarize
and justify their
findings, through
assessing and revising
their own findings.

8. The learning activities 5.00 4.67 5.00 4.67 4.67 4.67 4.67 4.67
allow students to apply
their understanding and
experience with the
concept to a different
scenario and develop a
deeper understanding of
the concept.

AVERAGE 4.83 4.83 4.92 4.88 4.88 4.75 4.79 4.83

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It can also be gleaned in the table that evaluations of the jurors in the eight (8) developed

lessons total average scores are almost 5 (excellent). Lessons 1, 2, and 8 have an average rating

of 4.83; lessons 3 have a rating of 4.92; lessons 4 and 5 have a rating of 4.88; lesson 6 has a

rating of 4.75, and lesson 7 has a rating of 4.79. Comments of the jurors are (1a) to provide

rubrics with scores or points indicated will provide more challenge and motivation to students

and. include guide questions for the Evaluation Activity in Lesson Plan No. 1. The jurors also

suggest that the guide questions must be provided to lead learners on how energy is obtained and

utilized in the Activity 1, Lesson 6 (see figure 2).

Instructional Material (Activity Sheets): Based on LRMDS

Instructional Material is another factor that the jurors evaluated in the developed lesson

plans in Earth and Life science using authentic assessment. This was based on the Learning

Resources Management and Development System (LRMDS)t. The indicators include (a)

accuracy of the content, (b) Support in deepening knowledge, (c) assistance in identifying

different points of view, (d) clarity of instructions (e) appropriateness and language used (f)

intuitive of the lesson design; and, (g) connection of the activities to the learner’s experiences.

The rating scale that was used for this factor is (5) Excellent, (4) Very Satisfactory, (3)

Satisfactory, (2) Poor, and (1) Very Poor. Table 5 on page 142 shows the result of the jurors'

evaluations on the Instructional Materials/Activity Sheets.

Table 5. Jurors Evaluation of the Lesson Plan along Instructional Material (Activity Sheets): Based
on LRMDS
Indicators Lesson

1 2 3 4 5 6 7 8
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Content is accurate and 5.00 4.67 4.67 4.67 4.67 4.67 4.67 5.00
reflects the ways in which
knowledge is conceptualized
within the domain.

Supports learners’ deepening 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
of knowledge within the
content domain.

Assists the learner with 5.00 4.67 4.67 4.67 5.00 5.00 5.00 5.00
identifying and differentiating
between different points of
view and perspectives
presented.

Clear instructions for activities 4.33 5.00 5.00 5.00 5.00 4.33 5.00 5.00
are provided.

Is easy to use (the time and 3.67 3.67 4.00 4.00 4.33 4.00 4.33 4.00
effort to use it reasonable) and
the language is appropriate for
the learners/users.

Learning and information 4.33 4.67 5.00 5.00 5.00 5.00 4.67 4.33
designs are intuitive (i.e., the
user knows what to do and
how to do it).

The learning resource 4.33 4.67 5.00 5.00 4.67 4.67 4.67 4.33
connects to learners’ personal/
local knowledge and
experience.

AVERAGE 4.52 4.62 4.76 4.76 4.81 4.67 4.76 4.67

Table 5 displays the average rating of the jurors along with the instructional materials

(activity sheets) that include the tasks that students will be using. Based on the table, the

developed lessons were also evaluated as very satisfactory. The ratings are beyond 4.5. This

means that the criteria for instructional material based on the LRMDS were met by the

developed lessons.
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The jurors found that using an authentic learning method in instructional materials is

helpful because it can make what students learn more relevant and useful to their lives.

Instructional tools that are made with authentic learning in mind give students chances to use

what they've learned in real-world situations. This helps them see how the things they're learning

in the classroom apply to their lives outside of school. By putting authentic learning activities

and assignments into teaching materials, teachers can give students chances to learn by doing,

working together with their peers, and thinking about how what they are learning applies to the

world outside of the classroom. This is confirmed by Claiborne et al., (2020) stating that students

can use these experiences to learn how to think critically, solve problems, and make decisions

that are directly related to the issues they will face in their future jobs and in their lives outside of

school.

Also, real learning activities can increase student motivation and engagement by giving

students chances to see how what they are learning is relevant and useful. Karlson, (2021)

suggested that this can make learning more profound and more important and help students

remember what they've learned better. It is therefore important to use authentic learning methods

in teaching materials to help teachers make learning experiences that are more interesting,

relevant, and meaningful for students and better prepare them for the challenges they will face in

the real world.

Focus Group Interview Guide Questions. This served as the guide posed by the

researcher to elicit verbal responses from the students about their experiences and learnings

while doing authentic learning activities in Earth and Life Science subject.

Researcher-made Test. A researcher-made test was utilized as a pre-test and post-test in

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determining the students' performance before and after the intervention. The researcher was

aware that this kind of test is not authentic, but this undertaking would not try to disprove the

effectiveness of using the traditional approach in the classroom. The researcher believed that this

time-tested approach is still appropriate to use in the classroom. The test would be very helpful

in determining the effect of authentic learning tasks in terms of the conceptual understanding of

the respondents.

The pretest was composed of 40 multiple-choice items and would also be administered to

the students before the intervention. After the intervention, a post-test composed of 40 multiple-

choice items was administered. The test was based on the minimum learning competencies set

forth by the Department of Education. The test covered three topics in Earth Science, which were

taken from the topics allotted for the first quarter of the school year 2022-2023.

b. Critical thinking

(Discuss the instrument used to test critical thinking skills of students. )

c. Scientific Attitudes and values; and

Student-Attitude Questionnaire. This was used to determine the effects of using an

authentic task approach on attitudes toward biology. This would determine if using such an

approach developed a positive or negative approach toward biology among the students. This

was composed of 15 statements, which were rated by the students using a 5-point Likert scale.

d. Appreciation of Earth and Life Science?

(Discuss the instrument used to test critical thinking skills of students, Guide questions or

checklist or questionaire )
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Data Gathering Procedure

After the approval of the study on the Lessons in Earth and Life Science Using Authentic

Learning Task, the research developed lessons using authentic learning tasks to enhance the

learning of the students in Earth and Life Science including researcher made test exam and

checklist for the analysis of the results.

Dring the first meeting for the 2nd semester, the researcher administered the pre-test, this

aimed to determine the competencies they have before the administration of the test.

Treatment. The researchers taught the students using an authentic task approach as the

teaching strategy. No other approach was used to teach the students. They are also asked to

complete the evaluation sheet that was given by the researcher after the intervention.

Teachers handling Earth and Life Science were asked to be the respondents of the study.

The expertise and experience in teaching Earth Science were very helpful in ensuring the validity

of the instructional materials that was developed by the researcher.

Posttest Administration. The respondents were given an hour to finish the post-test that

was administered by the researchers among the students. This helped determine whether the use

of an authentic learning approach can enhance learning.

Data Evaluation. After all the instruments were administered among the students, all the

responses that were made were tabulated and compared with that the results in the pretest. This

determined if there exists a gain in the performance of the students in biology. The results were

used as a guide in designing and developing authentic learning instructional resources.

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Statistical Treatment of Data

To have an accurate and valid result of the data gathered, mean, t-test for dependent

samples, analysis of variance (ANOVA) over three groups, p-value, Effect size using the

standardized mean difference or the Cohen’s D were used and test of proportion.

Mean. This was utilized to determine the average responses of students employing a

Likert Scale to assess learners' attitude in Earth and Life Science. Additionally, this served as a

tool to analyze the data concerning the differences between pretest and post-test scores regarding

conceptual understanding.

T-Test. T-test for dependent samples was used to determine if there's a statistically

significant difference between the means of the pre-test and posttest of the students. This was

computed using paired t-test formula

where Σd is the sum of the differences.

Analysis of Variance (ANOVA). This was used to analyze the means of the three

sections. It was computed using the formula:

Where:

MSbetween represents the mean square between groups, calculated as the sum of squares
 89

between groups divided by the degrees of freedom between groups.

MSwithin represents the mean square within groups, calculated as the sum of squares

within groups divided by the degrees of freedom within groups.

The degrees of freedom for the between-groups variation is equal to the number of

groups minus one (df_between = k - 1), where "k" is the number of groups. The degrees of

freedom for the within-groups variation is equal to the total number of observations minus the

number of groups (df_within = N - k), where "N" is the total number of observations.

Test of proportion.To test the difference of students attitude towards Earth and Life

Science, 2 proportion z-test was used. Z-test between two proportion is computed using the

formula:

where

X =number of units that possess the characteristic of interest

n =sample size
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Notes

Best, J. W., & Kahn, J. V. (2016). Research in education. Pearson Education India.

Dopico, A. (2021, June 11). What is research and development in education? Retrieved from

https://janetpanic.com/what-is-research-and-development-in-education/

Educare. (2015, October 14). Research and development (R&D) - Educare ~ We educate, we

care. Retrieved from https://educarepk.com/research-and-development-

rd.html#:~:text=Research%20and%20development%20(R%26D)%20is%20a

%20general%20term%20for%20all,procedures%20(e.g.%20teaching%20or

%20assessment

Formplus. (2020, September 4). What is educational research? + [Types, scope & importance].

Retrieved from https://www.formpl.us/blog/educational-research