Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter focuses on related literature, research related to the present study,

synthesis of the state-of-the-art, the gap to be bridged by the study, theoretical

framework, conceptual framework, and some definitions of terms. However, some

studies which are not directly identical to the present study but also bear relevance

concerning effective teaching will also be taken into consideration.

Related literature

If students are to be productive members of the 21 st-century workplace, they must

move beyond the skills of the 20th century and master those of the 21 st century. Teachers

are entrusted with mastering these skills as well as with modeling these skills in the

classroom (Dewi, 2015).

Traditional school teaching is disconnected and disembodied from students’

experiences outside the classroom. The learning task lack meaning for the students.

Students and teachers are provided with many new opportunities for authentic approaches

to teaching and learning. From a sole information giver, the teacher becomes the

facilitator of learning. Newman’s (Wellington, 2007) research indicates that “authentic

pedagogy” has a positive effect on student achievement. But he goes on to say that

abandoning all inauthentic work in school is not a good thing to do mostly because

advocates of authentic learning have found that implementing authentic pedagogy is far

from easy. Authentic pedagogy is said to have four elements which include (1)

Knowledge construction (2) connections of learning to students personal worlds (3)

 13

learning beyond school and (4) cooperation and communication, Newmann goes on to

say that the preceding criteria have to be met in authentic learning environments in order

to qualify as an “authentic learning classroom.” He concluded that authentic learning

implies several things; that learning is centered in authentic tasks that learning be guided

with teacher scaffolding; that students be engaged in exploration and inquiry; that

students have opportunities for social discourse; and that ample learning materials be

available, to support students’ natural learning, which should be based on theory and

research on learning and cognition.

Student-centered learning appears to be reflective of today’s society where

choices of democracy are important concepts. Simon described student-centered learning,

in the school system. The interpretation of the term student-centered learning appears to

vary between authors or some equate it with active learning and the shift of power in the

teacher-student relationship. Edwards (2001) emphasized that “placing learners at the

heart of the learning process and meeting their need is taken to a progressive step in

learner-centered approaches, a teaching strategy that believes that teachers should

provide the students a learning environment which involves them so that they will be able

to learn what is relevant for them in ways that are appropriate. Waste in human and

educational resources is reduced because learners no longer have to learn what they

already know or are interested in.

Martyn (2007) stated that modern students are primarily active learners and

lecture courses may increasingly be not out of touch with how students engage in their

world. Past studies suggest that the change in pedagogical focus – from passive to active

learning- gives better learning outcomes and does not come merely from the use of a
 14

specific technology or technique.

Lombardi (2007) stated that solving real-world problems motivates students.

Educators consider learning by doing as the best way to learn but for decades,

implementing authentic learning has been difficult to implement. Jerome Bruner, a

developmental psychologist, reminds us that learning about physics and learning to be

physicists have a tremendous difference. Unless learners discover what isolated facts and

formulae can do for them, these things do not take on meaning and relevance. Siemens

suggested that if students want to learn to be a physicist, historians, and chemists, they

should forge concrete connections---interpersonal connections between apprentices and

mentors, intellectual connections between the familiar and the novel, personal

connections between the learners’ own goals and the broader concerns of the discipline.

A learning strategy that cut across disciplines and brings students into meaningful contact

with future employers, customers, clients, and colleagues, who will have the greatest

impact on their success, is required in connection-building (Aldahdouh, 2021).

Frey (2009) stated that discipline problems occur when students are not motivated

to learn because they do not feel this is a purpose to their learning. Text types based on

real experiences can motivate further the students. We can only create a purpose and the

need for them to learn new skills by turning the dull and boring topic into a fun and

authentic lesson that students can relate to. This implies that providing students with the

reasons why they need to learn a certain concept not only motivate them but can also be

the reason for them to enhance their learning of the concept. Knowing the reason for

studying a certain concept must be discussed well by the teachers. Given this situation, it

is the task of the teacher to provide students with activities in the classroom which has
 15

real-world application, making the classroom a venue of activities in the classroom which

has real-world application and a venue to acquire skills that can be used in facing the

problems they might encounter in everyday life. Frey concluded that when learning

becomes entertaining and less fastidious, pupils not only improve their knowledge but

also have fun.

Carlson (2001) defined authentic learning as a strategy, which uses real-world

problems, and projects that allow students to explore and discuss these problems in ways

that are relevant to them. It differs greatly from the traditional approach where professors

provide the students with facts, which they will repeat in the test. This approach

transforms the professor into a “co-constructor” of knowledge rather than the sole giver

of the content. By writing, discussing, analyzing, and evaluating information, students

become active participants in the learning process. Students take more responsibility for

their own learning and should demonstrate what they learn to their professors in other

ways than in tests.

Greenhill (2010) outlined the basic elements of authentic learning activities. The

first authentic represents an issue that requires a personal frame of reference for the

students; this brings us to the idea that involving the student’s emotional or internal

commitment in the learning process is imperative in addition to cognitive interest.

Second, Issues in the learning outcomes involve things that relate to real-life. Third,

Issues have social value beyond the school setting. It is important that social value

beyond the school means be inculcated among the students who will create new products

or information that will change the actions, attitudes, or beliefs of the targeted audience,

and lastly, real issues are directed toward a real audience; real audience consists of
 16

persons who attend to information, events, services or objects.

It seems that the traditional “chalk and talk” method of teaching the students

seems not enough in order to attain higher intellectual understanding among learners. A

classroom environment, which fosters active involvement among the students, seems to

be the approach that will answer the lapses of the latter. Hirumi (2002) stated that the

traditional teacher-centered modes of instruction are inadequate for meeting the needs of

an information-based, technology-driven society, and preparing the students in the

workplace in the 21st century with new methods and models of instruction is necessary.

Eckert, Goldman, & Wenger (2003) opined that many educators view kids’

engagement in non-school activities as a distraction from learning, but it seems that the

depth of learning these activities brings is unequaled in the classroom. He noted further

that unlike much of what is taught in school, the knowledge gained in collecting and

trading stamps or records, playing Double Dutch, Dungeons and Dragons, video games,

high-performance Monopoly, playing garage band, or working in cars tend to stay with

the people for the rest of their lives. But all of these activities are still considered by most

educators as attractive nuisances that prevent learning. If they can use the learning

strategy that goes into such activities in the subjects in the school, we can a nation of

geniuses.

The authentic task approach represents one of these models. Campbell termed this

as authentication education, which is based on performance and reality. The author stated

that this approach could be characterized by in-depth analysis along four dimensions;

thinking and reasoning, discourse, mathematical tools, and attitudes and dispositions.
 17

Abrol (2008) concluded that to be competitive in a global job market the students

of today must become comfortable with the complexities of ill-defined real-world

problems. The better prepared will the students be if they are exposed to greater authentic

disciplinary communities, it is also important that they put into practice the kind of

“higher order analysis and complex communities” required of them as professionals all of

this can be attained using the authentic learning approach which focuses on the real-

world, complex problems and their solutions using role-playing exercises, problem-based

activities, case studies, and participation in virtual communities in practice. One of the

good things about using this approach as he noted is that a single correct answer obtained

by the application of rules and procedures, and authentic activities allow for diverse

interpretations and competing solutions. In this rapidly changing world, where the half-

life of information is short and individuals can expect to progress in multiple careers,

authentic learning may be more important than ever. Student-centered learning appears

to be reflective of today’s society where choices of democracy are important concepts.

Simon described student-centered learning, in the school system. The interpretation of the

term student-centered learning appears to vary between authors or some equate it with

active learning and the shift of power in the teacher-student relationship. Edwards

underlined the need of putting learners at the core of the learning process and satisfying

their needs as a developmental step in learner-centered approaches, a teaching strategy

that believes that teachers should provide the students with a learning environment that

involves them so that they will be able to learn what is relevant for them in ways that are

appropriate. Waste in human and educational resources is reduced because learners no

longer have to learn what they already know or are interested in.
 18

Related Studies

In recent years, authentic learning tasks have garnered increasing attention as an

effective method for enhancing student learning. These tasks connect classroom learning

to real-world contexts, providing students with practical and relevant experiences that

cultivate a deeper understanding and greater capacity for critical thought. It has been

demonstrated that the use of authentic learning tasks in science education, particularly

Earth and Life Science, improves student learning outcomes.

This review will examine relevant studies on the use of authentic learning tasks in

science education, with a focus on Earth and Life Science, to address the problem

statements enumerated in this research study. The review will investigate the types of

authentic learning tasks used in science education and the efficacy of these tasks in

fostering student learning. In addition, it will investigate the significant learning

experiences of both students and teachers in relation to the use of authentic learning

activities, as well as the challenges and opportunities associated with their

implementation. In addition, this literature review will investigate the effect of authentic

learning tasks on a variety of learning outcomes, including conceptual comprehension,

critical thinking, scientific attitudes and values, and appreciation of Earth and Life

Science. The review will emphasize the findings of prior studies that examined the

efficacy of authentic learning tasks in enhancing these learning outcomes.

This will provide a comprehensive overview of current research on the use of

authentic learning tasks in science education, specifically Earth and Life Science. The

review will be the guide in the development of lessons that capitalize on the advantages
 19

of authentic learning tasks to improve student learning outcomes.

The study by Simpson (2016) suggested the introduction of authentic learning

techniques in undergraduate and postgraduate curricula to enhance employability. The

researcher attempted to introduce authentic learning techniques. The findings suggested

the use of the authentic strategy not only to improve pass rates but also to engage learners

and deliver meaningful learning.

The study of Aurangzeb (2020) explored the impact of authentic learning and

academic intrinsic motivation in studying science among elementary students. The

"Science Motivation Questionnaire" by Glynn, Taasoobshirazi, and Brickman (2008) was

used for students, and a self-constructed 30-statement questionnaire based on an

extensive literature review was used to assess authentic learning. It is concluded that

providing students with a conducive and authentic learning environment will increase

their intrinsic motivation to study General Science. In order to follow the true spirit of

constructivism in elementary-level classrooms, elementary teachers may be introduced to

innovative teaching strategies such as project methods, demonstration methods, problem-

solving methods, and collaborative learning through workshops/training.

The undertaking of Park (2017) presented the findings of a comparative analysis

of online learner behavioral interactions, time-on-task, attendance, and performance at

various points during a semester (beginning, middle, and end) based on two online

courses: one offering authentic discussion-based learning activities and the other offering

authentic design/development-based learning activities. The findings revealed that

students engaged in authentic design/development-based learning activities had a

 20

significantly higher number of behavioral interactions with the Moodle LMS at the start

of the semester than students engaged in authentic discussion-based learning activities.

Students engaged in authentic discussion-based learning activities, on the other hand, had

a significantly higher number of behavioral interactions with peers in the middle of the

semester than students engaged in authentic design/development-based learning

activities. Furthermore, students who were given authentic design/development-based

learning activities exhibited overall higher performance ratings than students who were

given authentic discussion-based learning activities both during the semester and at the

end of the semester. There were no variations in time-on-task or attendance between the

two groups.

Lai et al (2016) researched how a small alteration in the learning sequence in a

professional development activity can have a big influence on learning and transfer. In

the realm of early-career professional development, this research offers a viable strategy

for combining online authentic learning with constructive failure teaching approaches.

Using authentic learning tasks to activate existing knowledge (e.g. uncertain, real-world

situations) can be an effective strategy to transfer learning to future authentic problems,

and should thus be included in engineering professional development. Including real

learning does not necessitate more time spent on professional development; simple

changes to the sequence and structure of assignments can yield tremendous results. When

conducted individually and online, authentic professional development learning can be

helpful for deep learning and transfer in the subject of engineering.

 21

Ulucinar et al. (2021) used participatory action research to create authentic tasks

for assessment and evaluation in an undergraduate special education course, as well as to

investigate the impact of these tasks on students' experiences, opinions, and feelings

during the implementation process. The research group consisted of 205 student

instructors who collaborated in groups. The participants created forty micro research

projects related to special education and kids with disabilities. Collective research diaries

were used to collect data, in which participants recorded their experiences, thoughts, and

feelings in response to the performance tasks they completed. To investigate the available

data, a qualitative content analysis was conducted, which was accompanied by constant

comparative analysis methods to confirm the analysis processes' reliability. The outcomes

of the study suggest that authentic performance tasks assist student instructors to build

their professional skills, including research, methodology, and science process skills, as

well as self-confidence, self-efficacy, communication, interaction, and technology use.

The outcomes indicated that the participants will find the performance tasks entertaining,

inventive, motivating, and educational. As a result, they have lived experiences that

contribute to them in a variety of ways.

Coskun et al (2017) looked at the impact of using technology in scientific classes

on 7th-grade students' attitudes about Authentic Learning and the use of technology in

science classes. He conducted a qualitative study with 32, 7th-grade students. The study's

findings revealed that using ALASTs, students' attitudes about authentic learning and

technology use in science class shift from negative to positive. The students’ motivation

to participate more actively in class improved, respondents understood what authentic

learning was, and indicated that technology is an effective tool in learning science using
 22

technology. Their viewpoints evolved as a result of their use of technology in school and

out of school to learn science.

This study by Teras et al (2017) looked at how professional learning happens in

an OPD program that follows the principles of authentic e-learning, and how the learning

design and technologies employed have an impact on the participants' professional

learning. The study was based on a World Health Organization-developed and

administered international OPD program in vaccination management. In an authentic

online learning environment, a grounded theory method was used to build a theorized

model of the professional learning process. Professional learning was promoted through a

dynamic web of interactions rather than by covering content, according to the findings:

the learner is at the center of the process, actively engaged in authentic activities in

collaboration with peers, while mentors and content play a supporting role. The network

of interactions was facilitated and enabled by technology. The learning process was

found to be similar to the type of professional learning that takes place in real-world

workplaces, implying that legitimate e-learning concepts can be used to create a useful

learning design framework for OPD.

The impact of genuine learning activities conducted within the context of a social

studies course for 5th-grade pupils on academic progress was investigated by Gürgil

(2018). The academic performance of experimental groups using authentic learning

activities was shown to be higher than the academic success of control groups using

existing programs, according to the findings. It was discovered that the females were

more successful than the boys in the groups when authentic learning was used. Authentic
 23

learning activities were also discovered to boost success in all courses regardless of

socioeconomic level.

Vos (2018) discussed authenticity in the context of mathematical education. The

author claimed that in many cases, school mathematics provides students with inauthentic

word problems that do not demonstrate the real-world application of mathematics. In

some assignments, authentic and inauthentic elements are blended (for example, an

authentic situation with a fake inquiry that is distinct from what people in that context

would ask). The paper also highlighted difficulties related to defining authenticity in

education in light of these findings. A study of students' project work during a field trip to

a mathematical research facility exemplifies this technique.

Authentic assessment is a type of alternative evaluation that requires students to

operate as professionals in a real-world setting. To put it another way, this style of

assessment prepares students to be high-performing professionals. The goal of this study

by Sabtiawan et al (2019) was to analyze the effectiveness of authentic assessment based

on three factors: students' performance, attitudes toward authentic assessment, and

barriers to authentic assessment implementation. The findings revealed that learning

facilitated by real assessment characteristics was helpful in improving students'

performance and fostering positive attitudes. The difficulties in garnering motivation and

the pupils' enjoyment during the first meeting were the stumbling blocks. The findings of

this study suggested that real evaluation could help pupils attain what they needed in the

future.
 24

The purpose of this study by Syaifuddin (2020) was to look into the

implementation of genuine assessments and the challenges that junior high school math

teachers confront. In this study, a qualitative technique was used. The data on the

implementation of authentic assessments and limitations came from 50 mathematics

teachers who were taught by the 2013 curriculum in multiple public junior high schools

in Malang City, East Java Province, Indonesia. The data was gathered by documentation,

questionnaires, observations, and interviews. The findings of the study revealed that the

majority of teachers used realistic assessments in mathematics classes as planned in the

learning plan. The time limit and accuracy were two of the challenges teachers

experienced in implementing the realistic assessment. The teachers' efforts differed, but

they all attempted to conduct the authentic assessment in accordance with the

curriculum's demands.

Aziz (2020) investigated the difficulties that exceptional English as a Second

Language (ESL) teachers encounter in preparing for authentic evaluation in their

classrooms. Purposive sampling was used in this qualitative case study involving six

great teachers. Classroom observation and a series of semi-structured interviews with

great teachers were employed as data sources in this study. From the codes acquired from

the interviews and observations, thematic analysis was utilized to identify emergent

themes. Excellent teachers encountered several hurdles prior to preparing for a real

assessment, according to the data. In addition to accurate recordkeeping and substantial

reading from around the world to educate themselves with current information, they have

used many forms of authentic evaluation to assist youngsters in their learning. This study

provided some insights on the preparations and use of authentic assessment as part of
 25

their teaching and learning process, as there is no clear guideline for teachers who

perform authentic assessment in their classes.

Dahlback et al (2020) used action research to construct a practical-theoretical

exam in a real-world professional setting. The findings revealed how student-teachers

demonstrate and acquire comprehensive teaching abilities. The authentic exam was

perceived as realistic and professionally based by both student-teachers and supervisors

in VET institutions. The most difficult logistical difficulty was compensating

professors'/authors' time and financial structures associated with student-teacher

observation. However, authentic assessment leads to more coherence between theory and

practice, as well as between university-based vocational teacher education and VET in

upper secondary schools. It also aids the job-related learning process in the development

of complete teacher competency. The type of real assessment, such as an authentic exam,

necessitates an awareness of the complex function of teachers in the VET sector. As a

result, the professors/authors believe that a broader, more thorough teacher competency

in VET is required to meet the needs for competence in the workplace.

The purpose of this study by Huseyin et al (2020) was to see how the "Moodle

LMS based on authentic learning approach" and "online learning based on authentic

learning approach environments" affected students in a basic mathematics course's

"mathematics achievement" and "online authentic learning self-efficacy." The research

design was an experimental design with a pre-test and post-test control group, which was

in line with the study's goals. Two experimental and one control group were generated

with random assignments and placed in distinct learning contexts as part of the
 26

experimental model. The Math Achievement Test and the Online Authentic Learning

Self-Efficacy Scale were designed as data collection tools. When the experimental and

control groups were assessed subsequently, it was discovered that there was a substantial

difference between the mathematical achievement test scores and the online genuine

learning self-efficacy scores. The respondents have been taking the same Basic

Mathematics course in three separate settings. The working group of the study's students

who received their education in a blended learning environment (both traditional face-to-

face and online learning) based on the authentic learning approach on Moodle LMS had a

significant difference within the context of the two variables.

The goal of the study of Arroba et al (2021) is to see how successful authentic

digital storytelling is as an alternative technique for improving speaking in university-

level EFL classes. A survey was first administered to obtain participants' impressions of

the everyday speaking activities used in classrooms, as the study followed a quantitative

paradigm. The majority of participants agreed that real communication methods are

important for improving oral abilities; nevertheless, in practice, both teachers and

students felt that the strategies employed in class are not authentic or communicative.

Authentic digital storytelling was implemented as a result of the survey results to see if it

enhances students' oral skills, specifically speaking. To determine the effectiveness of

using digital storytelling as a communicative strategy, a pretest and posttest activity was

used with a rubric that assessed the student's sense of organization, quality of language

used, mode of delivery, supporting material used, and the quality of the central message.

The results reveal that realistic digital storytelling boosted students' speaking skills
 27

significantly; yet, its implementation necessitated teachers' willingness to use novel

communicative tactics both inside and outside the classroom.

The use of real-world surroundings in education and exposing students to real-

world challenges served as the foundation for the research of Duman et al (2020). The

research aims to determine the connection between the philosophical underpinnings of

authentic learning and geography education. The study used the document review

method. As a result, philosophers from the educational sciences' intellectual history were

purposefully sampled, respondent works were retroactively studied, and the intellectual

roots of authentic learning were investigated. The findings revealed that true learning was

preceded by an intellectual preparation process that may be traced back to Erasmus, a

16th-century philosopher. Erasmus, Comenius, Rousseau, Pestalozzi, Frobel, Dewey,

Vygotsky, and Piaget followed and refined each other's ideas on this topic. The classical

concept of education included the naturalist method; in other words, the utilization of real

space in geography instruction was the key field where true learning emerged. The

researchers concluded that authentic learning, which is not widely practiced in Turkey, is

being discussed in more research and applications within the context of this concept, it

has been deemed critical for the advancement of geography education.

Fulton (2021) discussed the results of a poll of journalism majors at the

University of Newcastle, as well as their views toward and experiences with authentic

evaluations. The study looked into and analyzed students' attitudes toward WIL, as well

as how academic staff could improve students' learning experiences and job chances.

Students believe authentic assessments are an effective and important way to provide
 28

them with publication experience outside of the university, according to the research

related to this study. Students, on the other hand, are either unable or reluctant to take

advantage of opportunities that would improve their own publication profile due to a lack

of confidence. Using a platform like The Junction, along with academic support to ensure

students are presenting their best work, could help students gain the confidence they need

to engage in more real-world situations. It's also critical to perform more qualitative

research to see if there are any other interpretations or answers that might be investigated.

While the study revealed that the majority of students received support from teachers as

well as access to possibilities, it also revealed that there is a need to discover new

strategies to guarantee that students are aware of such options.

The study's goal sought to find empirical proof that nonfiction authentic materials

are superior to fiction authentic materials. To solve the research question, the researchers

used an experimental design. All students who took an essay writing course at University

PGRI Wiranegara in the academic year 2019-2020 were included in the study. The

sample was taken using a systematic random sampling procedure, which resulted in two

experimental groups with equal numbers of students. Nonfiction authentic content was

taught to group A, whereas fiction authentic material was taught to group B. In SPSS 22,

the researchers utilized ANOVA to examine the data. Because of the COVID 19

epidemic, the teaching and learning method followed the writing as a process approach

and was done in a blended-learning setting. There is no significant interaction between

content type and proficiency level (F(2,30) = 1.347, p =.275), according to the findings.

The main effect of content type on writing performance was not significant

(F(1,30)=.001, p.973), but the main effect of proficiency level on writing performance is
 29

significant, with students with higher levels of writing proficiency performing better than

students with lower levels of writing proficiency (F (2,30) = 5.653, p.008).

The purpose of the study by Aynan (2021) is to look into the effects of realistic

learning methods used in scientific classes on problem-solving abilities and attitudes

about such classes. The study used a quasi-experimental design with pre-and post-test

control groups as a research design. The study's results were gathered from 92 6th grade

pupils in Van, Turkey throughout the 2017-2018 academic year. The Problem-Solving

Skills Test and the Science Attitude Scale were utilized as data gathering methods

throughout the project. Descriptive statistics, one-factor analysis of variance for unrelated

samples, t-test for related samples, Kruskal Wallis-H, and Wilcoxon Signed Rank Test

were employed during the data analysis phase. As a consequence of the research, it was

discovered that there was a substantial difference in total problem-solving abilities scores

between the experimental and control groups, favoring the experimental group.

Furthermore, it was discovered that authentic learning practices significantly improved

the experimental group students' problem-solving abilities. In terms of science attitude

points, it was discovered that the experimental group's post-test scores were much higher

than the control groups', indicating that authentic learning methods had a favorable effect

on attitude.

Yildiz (2021) look at publications and thesis studies from the last ten years in the

topic of genuine learning methodologies and applications in education to see what trends

have emerged. The meta-analysis method was employed in the methods section of the

study. The term "meta-analysis" refers to the critical assessment and integration of
 30

findings from several studies. A total of 111 pieces of research were analyzed for the

study, which was published between 2010 and 2021 and was chosen using a planned

sample strategy. Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, and Web of

Sciences were used in this study. Sixteen (16) criteria were used to evaluate authentic

learning methodologies and implementations in education around the world. Databases,

journal name, year of publication, nation, institute, number of authors, research area,

method, education level, sample size, data gathering method, number of references,

analytic methodologies, and research trends were among the criteria. Percentage and

frequency were used to interpret the data. As a result, genuine learning methodologies

and applications are being integrated into a wide range of sectors, including ICT,

engineering, network learning technology, nursing and instruction, geography, medical,

and many more.

Mayall et al (2019) did a thematic analysis of vignettes written by former iGEM

team members and interpreted those themes through the lens of authentic learning to

answer the question of whether the iGEM experience constituted authentic learning.

Teamwork and science were the cardinal qualities of authentic learning among the

primary themes we discovered, whereas post-grad life and personal growth bolstered the

authenticity of learning. Researchers conclude, based on these vignettes and the results of

the theme analysis, that the iGEM program's team-based collaborative character provides

a fertile environment for real learning experiences, as defined by Harrington and

Harrington (2006). Surprisingly, two of the identified themes had little to do with the

student research project's issues, instead focusing on the surroundings and how it affected

the students (teamwork & personal growth). This bodes well for the application of such a
 31

method to other fields. While the iGEM program itself is geared solely towards genetic

engineering projects, it is possible to expand this model to other disciplines by, for

example, creating project teams within a larger class framework for intra-university

events. Further study is currently underway in the university where the authors are

affiliated to determine the key hallmarks that enable the iGEM program to have such a

large impact on the authentic learning of the program participants and to explore methods

to translate this into other learning settings.

The primary purpose of the study by Kainar et al (2021) is to determine how

genuine and interactive video activities affect English as a Foreign Language (EFL)

learners' listening habits and perceptions (interest and enjoyment level) of using

multimedia learning to improve their listening skills. Students from a Turkish university's

preparatory school participated in the study. Students were given a pre-test and a post-test

to assess the effects of authentic and interactive video tasks. The students were asked to

reflect on their experience with the authentic and engaging video activity. Following the

installation, a survey and interviews were used to learn about the students' overall

impressions of the multimedia learning experience. The findings of the study suggest that

authentic and interactive video assignments improved students' listening habits and

altered their perceptions (levels of interest and enjoyment). The findings reveal that

participants enjoyed watching these films outside of the classroom and found them to be

beneficial in developing their listening abilities.

The case study of Reyes-Foster (2018) investigated how students perceive the

impact of the Photovoice method on their authentic learning, critical thinking,

 32

engagement, and peer interaction in an asynchronous online modality. Photovoice is a

research method that combines photography and social action, in which participants

express their opinions by photographing scenes that highlight specific themes.

Photovoice is a study approach that combines photography and social action, in which

participants express their opinions by capturing images that highlight specific topics.

Students in an online undergraduate course participated in an online conversation in

which they were requested to link personal photos to course content. Students claimed

that this technique facilitated authentic learning, critical thinking, engagement, and

interaction, and that these factors are highly connected, according to a correlational study.

This case study offers suggestions for practitioners who want to take a similar approach.

The purpose of the study of Pazilah (2021) is to look into pre-service teachers'

attitudes regarding service learning in terms of authentic learning experiences. It

demonstrates how using a service-learning method to learn to teach writing in a second

language setting benefits pre-service teachers in terms of real experience the findings of

this study revealed that pre-service teachers were able to experience the real-life setting

of teaching and learning while also applying the theories they had learned. Respondents

also had practical experience dealing with students and grading their example writings.

Understanding the benefits of service-learning in teacher training programs is supposed

to assist future teachers and educational institutions. Future studies could look into the

difficulties of service-learning in teacher education programs.

Hidayat (2021) looked at how APL can be used to teach science in a real-world

setting. Eighty-one (81) kids from two 7th grade groups participated in this study, which
 33

used a quasi-experimental method. One group used a jigsaw to examine APL, while

another used a Numbered Heads Together method (NHT). APL perception questionnaires

were distributed. Due to the lack of involvement from other students due to the pandemic,

quantitative analysis was only performed on data from 44 students. The findings revealed

that both classes have a positive attitude toward APL. There were no differences in

perception between the two classes, according to a mean difference test. This study found

that using APL as a source of science learning can help students learn true science. In the

jigsaw and NHT sessions, there was no discernible difference in students' perceptions of

APL. The students' perceptions of APL in both classes were also among the highest of all

examined perception markers. As a result, APL can be a way for Science teachers to

adopt true Science using a more basic technique, particularly if other learning strategies

are nearly hard to implement due to a lack of resources.

Herrington et al (2003) proposed ten characteristics of authentic learning tasks,

particularly the initial reluctance to willingly immerse in learning scenarios that some

student experience and the need for the suspension of disbelief before engaging in the

task. Ten characteristics of authentic tasks include has been used as criteria for the

selection of existing online units or concepts for in-depth investigation. A short review of

literature, a description of research, and some preliminary findings and identification of

issues related to the necessity for students to willingly suspend disbelief in order to fully

engage in learning scenarios based on authentic tasks. They concluded that as educators

move to adopt learning settings that focus on student-centered rather than teacher-

cantered learning activities, the need for strategies to support and encourage learners in

what are sometimes unfamiliar and discomforting activities becomes an important

 34

element in the design process. He opined that during the early weeks of immersion in

student-centered learning environments support for students is crucial. They also claimed

that the authentic learning settings appear to provide support in the initial stages of

learning, enabling students to experience a suspension of disbelief, and through these

means be encouraged to persevere with their learning through initial difficulties.

The ten characteristics proposed by the researcher will be used as a basis in

making resource materials that the researchers endeavor to aid the students to attain

enhanced learning. The previous study is the same as the present because both seek to

investigate the effectiveness of the student-centered approach in teaching students. There

was a difference in the locale and respondents of the study.

This supported the idea that the need to involve the students in the learning

process is a must to attain a higher quality of the learning process. The need to provide

authentic learning environments in the classroom should seem to answer this need. The

present study will try to assess whether the use of this approach can be an effective means

of teaching students.

Synthesis of the State-of-the-Art

Newman and Abrol suggested that the traditional model of teaching, which is

student-centered is inadequate. Authors believe that exposing the students to authentic

learning environments will prepare the students in the challenges posed by the 21 st

century. In addition, Aurangzeb and Hite et al, determined the impact of authentic

learning and academic intrinsic motivation and its positive affect and social experiences
 35

Guthrie, Edward, Lombardi, and Reinicke presents the idea that when students are

involved in the learning process they perform well, thus attaining better learning result.

They agreed that when the learners enjoy the activities they are motivated to learn, which

enables them to acquire more learning because they are involved. Involving the students

in the learning process will give enhanced learning as suggested by the authors. They

added that one of the most effective teaching strategy among the students of the present

society is “Learning by doing.” Moreover, Vos, Labouta, Wei et al, Winarso, Gunes et al,

Hidayat discussed authenticity in the context of Mathematical and Science education

Campbell, Carlson, Duman et al, Aynan, Mayall et al, Thomas, Mortazavi

maintained the idea that the authentic task approach is based on performance and reality.

They believe that this strategy allows the students to explore and discuss problems in

ways relevant to them. Reyes-Foster, Yildirim, Pazilah, and Rehman opened up the idea

that students will learn best if they will be able to know the connection between what

they are doing in relation to their everyday life. They suggested that unless the student

will see the relevance of what they are learning, there will be no in-depth learning.

Therefore, providing authentic learning situations is important to promote in-depth

learning.

Ndawo, and Albaldi explored how authentic learning develops students’ critical

thinking skills that will enable them to face the real-world more efficiently. Moreover,

Utaberta et al, and Gurgil determined why ALT is a student-centered strategy; while

Polat and Eriste, Aziz, Arroba, et al, Kainar et al researched the impact of the ALT and

pedagogy on students’ performance.

 36

Joao, Coskun et al, and Inec et al explored the use of mobile technologies in

authentic learning. Park, Lai, et al, Burkes, Parker, et al, Teras et al, and Huseyin et al

explored the impact of authentic learning tasks on online learning environments.

Frydenberg et al, Sabtiawan et al, Dahlback et al, Syafudin, Fulton, and Yildiz studied

how game-based methods can be incorporated into the ALT milieu in improving the

performance of the students.

From the review of related studies, it can be seen that the studies were similar in

the sense that they are focused on the importance of the use of varied teaching strategies

in the curricula and they asserted certain possibilities about how the teaching and learning

situation can be improved. Because some studies tried to search for an exemplary, if not

best teaching strategy to improve the delivery of learning in different fields of the study,

all of the studies have relative learning in the present research. Carr and Chambers made

use of a problem-based approach and computer-aided instruction to promote learning.

Gap to be bridged by the study

Based on the review of related literature and studies none so far focused on the

authentic learning task and the performance of Grade 11 Earth and life science students

of Daraga National High School. Different studies conducted about authentic learning

tasks were conducted in higher education institutions. None so far conducted a study

examining the effectiveness of such an approach among Philippine senior high school

students.

A review of related studies and literature revealed that there are several types of

research conducted using an authentic task approach, but most of those researches were
 37

conducted using a computer-aided strategy. Most of the research on authentic learning

tasks was conducted in online-learning environments. There was no study on the use of

authentic learning tasks on the use of such an approach in the classroom setting, where

face-to-face instruction among teachers and students takes place; this will be the gap to

be bridged by this study. The researcher will provide the respondents with authentic

learning environments and assess the use of such an approach, to aid the teachers in using

such a strategy in teaching the students. Moreover, the developed materials will be

subjected to jurors’ evaluation to ensure their quality of the materials.

Theoretical framework

Knobloch stated that in discussions on reforming education, many educators and

policymakers have called for models of teaching and learning that change the role of a

teacher from a deliverer of knowledge to one of a facilitator of more active student

learning (Padron and Waxman) Among these discussions about improving education,

authentic learning has been found as a promising model of improving student learning

(Newman and associates). Driscoll states that authentic learning is based on some

common assumptions of constructivism which includes (a) complex challenging learning

environments and authentic tasks (b) multiple representations contents (c) understanding

that knowledge is constructed and (d) student-centered.

A constructivist believes that knowledge is not passively received, either by

sensing or by communicating, but it is actively built up by cognizing the subject, and that

the function of cognition is adaptive and tries to increase fitness or viability serves the

organization of the perception and confirmation of one’s knowledge in social interaction,

 38

plays a crucial role in a person’s construction of his experiential reality. In other words,

the learning process within the constructivist paradigm is based on subjectivity.

Subjectivity means providing a blind exploration for the students, in other words, the

student can enhance the knowledge through his own efforts and determination to learn.

Conner (2007) opined that our senses are the gateway to information, yet we

ultimately learn by doing. Listening and watching how others do things is the first step to

learning then eventually learners try to do things on their own. This sparks the interest of

the learner and generates motivation as a self-discoverer. Active participation allows us

to master a new skill and our reflection on what we attained. Experience and reflection

taught more than any manual or lecture ever could. Kolb wrote that learners have

immediate concrete experiences that allow learners to reflect on new experiences from

different perspectives. We engage in abstract conceptualization or creating

generalizations or principles that integrate our observations into sound theories because

of reflective observations. He suggested that to be effective learners we must (1) perceive

information (2) reflect on how it will impact some aspect of our life (3) compare how it

fits into our own expectations and (4) think about how the information offers new ways

for us to act. Learning requires more than seeing, hearing, moving, or touching to learn.

We integrate what we sense and think with what we feel and how we behave. Without

that integration, teachers have just passive participants and passive learning alone does

not engage our higher brain functions or stimulate our lessons into our existing schemes.

We must do something with our knowledge. Moreover, Constructivist theory suggests

that as students learn they do not simply memorize or take on others conception of

reality, instead they create their own meaning and understanding. Even covert young
 39

children exhibit this strong constructivist approach to making sense of the world as they

learn to speak and communicate. Learners use similar ways to construct their own

meanings from stimuli and input available to them in the classroom. To make sense of

experience is the task of the human brain. From all the input and past experiences,

students are continually constructing a view of what is real. Each student does this in a

unique way. For deep learning to occur, students need to deal with information and

experience and put it together to make meaningful sense. Teachers can help students

acquire deep learning by: (1) listening to student’s ideas and encouraging their questions

(2) encouraging students to actively participate in doing, discussing, and creating (3)

Providing more than one source of information so students can use different perspectives

and have many inputs.

Learners should constantly be challenged with tasks that refer to skills and

knowledge just beyond their current level of mastery. To fully engage and challenge the

learner, the task and learning environment should reflect the complexity of the

environment that the learner should be able to function in at the end of learning. Learners

must not only have ownership of the learning or problem-solving process but of the

problem itself.

According to Dewey, direct personal experience is one of the best ways of

acquiring information and learning. Activities such as games and occupations similar to

what is expected in the real world must be experienced by the students. It is therefore the

task of the school to provide children not only the relevant information but the social

importance of such learning. He suggested that such opportunities must be practiced in

the form of play. In this manner, the classroom instruction will be transformed naturally
 40

into a problem or “project method” which has come to be identified with the essence of

the progressive procedure. Activities such as performing meaningful problems, learning

by doing, and problem-solving facilitate retention of the acquired knowledge and foster

the right character traits. Learning is the development of habits that enable the growing

person to deal effectively and most intelligently with his environment (Dewi, 2015).

Metacognition includes both knowledge and strategy components. If knowledge is

used in a strategic manner to ensure that a goal is met knowledge is considered

metacognitive. This is more popularly described as “learning how to learn” and “thinking

about thinking”.

According to Flavell (2009), metacognitive knowledge includes knowledge of

general strategies that might be used for different tasks, knowledge of the conditions

under which these strategies might be used, knowledge of the extent to which the

strategies are effective, and knowledge of self. Learners also activate relevant knowledge

about their own strengths and weaknesses pertaining to the task as well as their

motivation for completing the task. Suppose learners realize they already know a fair

amount about the topic of a chapter in a textbook (which they may perceive as a

strength), and that they are interested in this topic (which may enhance their motivation).

This realization could lead them to change their approach to the task, such as adjusting

their reading approach or rate. Finally, learners also can activate the relevant situational

or conditional knowledge for solving a problem in a certain context.

The problem statement relates to the Theory of Development, which emphasizes

the significance of providing authentic and meaningful learning experiences to students

 41

in order to foster their cognitive and affective development. According to the theory,

learning occurs when individuals are actively engaged in purposeful and relevant tasks

that require them to construct new mental models and frameworks and that challenge

their existing knowledge and skills. It has been found that authentic learning tasks that

simulate real-world situations are effective at promoting deep learning and enhancing

learners' critical thinking skills, attitudes, and values toward a particular subject

(Lombardi, 2007). In addition, the theory emphasizes that learning is a dynamic process

involving social interactions, feedback, and reflection. It has been discovered that

collaborative learning approaches, such as those used in authentic learning tasks, improve

learners' motivation, engagement, and performance (Vygotsky, 1978). By providing

students with opportunities to work in teams and participate in discussions, authentic

learning tasks can promote social constructivism and scaffold learning by providing

support, direction, and feedback.

Extensive research has been conducted on the effect of authentic learning

assignments on various learning dimensions, including conceptual understanding, critical

thinking, scientific attitudes and values, and appreciation of Earth Science. Authentic

learning tasks, for instance, have been shown to improve students' conceptual

understanding of complex Earth Science topics (Chinn & Malhotra, 2002), enhance their

critical thinking skills by providing opportunities for problem-solving and decision-

making (Kirschner et al., 2006), and promote their attitudes and values toward Earth

Science by increasing their interest and engagement (Hsu et al., 2016).

All of these theories will be used as a basis for teaching the students. The

researcher speculates that if all of these constructivist ideas will be found in the teaching-
 42

learning process, there can have a better performance among the students.

The constructivist theory emphasizes that knowledge is actively constructed by

learners and that they create their own meaning and understanding. This process requires

complex, challenging learning environments, authentic tasks, multiple representations of

content, and a student-centered approach. By encouraging active participation, reflection,

and the integration of sensory experiences with cognitive processes, students can develop

deep learning and meaningful connections.

The integration of authentic learning tasks, constructivist principles, and

metacognitive strategies within the teaching-learning process fosters a holistic approach

to education. By providing students with opportunities to work collaboratively, problem-

solve, and engage with real-world contexts, educators can facilitate the development of

critical thinking skills, subject-specific knowledge, and lifelong learning dispositions.

As we continue to explore and implement innovative approaches to education, it

is crucial to embrace the principles of authentic and constructivist learning. By creating

an environment that supports active student engagement, reflection, and metacognition,

we can empower learners to construct their own knowledge, make meaningful

connections, and develop the necessary skills to thrive in an ever-changing world. In

conclusion, the use of a between-subjects design, combined with the principles of

authentic and constructivist learning, holds great potential for improving student learning

outcomes.

Educators and policymakers recognize the need to shift from a traditional,

knowledge-delivery approach to a more active, student-centered learning environment.

Authentic learning tasks, which simulate real-world situations, engage students in

 43

meaningful and challenging experiences that promote critical thinking, conceptual

understanding, and the development of scientific attitudes and values. Overall, there is a

need to advocate for a learner-centered approach to education, which empowers students

to take ownership of their learning by engaging in meaningful, relevant, and challenging

tasks, reflecting on their experiences, and actively applying their knowledge and skills to

solve problems and navigate their environment.

Metacognition

Prior Learning

Learning by
doing

Constructivist Theory
Constructivist Theory

Learning
 44

Development

Figure 1. Theoretical Paradigm

Conceptual Framework

The main aim of this study is to determine the effectiveness of authentic learning

tasks in the performance of the students. The change in performance will be reflected in

the results of the pretest and pos-test. The student’s performance served as the basis to

strengthen and enhance their level of knowledge in biology through an authentic tasks

approach. A good teaching strategy appreciates the importance of every subject matter in

schools, aims to gain more knowledge and develop science skills and other skills.

The conceptual paradigm shows the goal of this study, which is to determine the

level of understanding in selected biology concepts after the implementation of authentic

learning tasks and their attitudes toward the subject. The data that will be gathered in the

pretest has crucial importance in this study because this represents the “stock knowledge”

of the students together with their misconceptions about the different topics in biology.

The second phase is the implementation of an authentic task approach where the students

will be exposed to the lesson using an authentic tasks strategy. The researcher will ensure

that this strategy will be properly implemented, this will be done by making sure that the
 45

lessons were evaluated before the administration among the students; students will be

strictly involved in the learning process using this approach. The third phase will be

followed by the administration of the posttest that will determine if there are changes in

their level of understanding and performance in biology. Moreover, this research will not

only measure the level of performance of the students in the test. This research will also

try to determine the attitudes of the students towards biology after the intervention of the

strategy.

The effect of authentic learning

The significant learning
Development of tasks in terms of:
Instructional Materials experiences of the students a. Conceptual understanding
using Authentic and teachers in the use of b. Critical thinking
Learning Tasks authentic learning tasks
Approach c. Scientific Attitudes and values;
and
d. Appreciation of Earth Science

Figure 2: Conceptual Paradigm

 46

Definition of Terms

The terms used in this study are defined conceptually and operationally for a

better understanding of the study

LESSON. Lesson is a fixed period when people are taught about a specific subject

(Collins, n.d). In this study, it a period of discussing the teacher-made lesson plan

following RAISE Plus instruction using authentic learning tasks in Earth and Life

Science competencies for Grade 11 students

EARTH AND LIFE SCIENCE. It is a learning area designed to provide a general

background in understanding Earth Science and Biology (DepEd 2019). In this study, this

covered Earth and Life Science topics based on Grade 11 Earth and Life Science of

DepEd curriculum Guide.

AUTHENTIC LEARNING TASK. It is a strategy that uses real-world problems and

projects that allow students to explore and discuss these problems in ways that are

relevant to them. In Earth Science education, authentic learning activities are real-world

tasks that connect classroom learning to practical and relevant contexts. These tasks are

intended to engage students in meaningful and purposeful activities that require them to

apply their knowledge and skills to real-world problems or tasks. Through experiential

learning, authentic learning tasks are designed to provide students with opportunities to

develop critical thinking skills, scientific attitudes and values, and an appreciation for

Earth and Life Science. These duties are distinguished by their relevance to students'

lives, complexity, and alignment with the Earth and Life Science curriculum's learning

objectives and outcomes.

 47

SIGNIFICANT LEARNING. As defined by Fink (2003), it is the learning experiences

resulting in something that is truly significant in terms of students' lives. In this study, it

is the students significant learning experiences while doing the authentic learning tasks

and the discussion of the lesson.

EFFECT. In this study, it refers to the qualitative and quantitative measurement of the

lessons in Earth and Life Science using authentic learning tasks. Quantitative aspect was

expressed in weighted mean, t-test, and significant difference. The qualitative aspect was

expressed using the thematic analysis of the teachers observations, students journal,

performance review and interview. Also, its attainment of enhancing students conceptual

understanding, scientific attitude and values and the students appreciation of Earth and

Life Science.

CONCEPTUAL UNDERSTANDING. It refers to the comprehension of the concepts

and the meaningful learning of the students. In this study, it is the learning acquired by

the students which was analyzed based on the result of their pretest and post-test.

CRITICAL THINKING. Glacer (2017) defined critical thinking as the analysis of

available facts, evidence, observation and arguments in order to form a judgement by

application of rational, skeptical and unbiased analysis and evaluation. In this study, these

were the students' skills developed in analyzing facts, collecting evidence, noting

observations and making arguments that happened during the activity using authentic

learning tasks. This was measured qualitatively and quantitatively through pretest and

posttest on critical thinking and analysis of the students outputs and interview.

SCIENTIFIC ATTITUDE AND VALUES. Scientific attitude and values are mixtures
 48

of the willingness to know and apply scientific approach to face any tasks or problem

solving with respect to logic and critical thinking. In this study, this pertains to students'

preferences and feelings toward Earth and Life Science that influences their motivation,

interest and behavior in understanding and performing the authentic learning tasks. This

was measured using the survey questionnaire and analysis of the students responses

during the interview.

APPRECIATION OF EARTH AND LIFE SCIENCE. As defined by Britanica

Dictionary (n.d) appreciation is having the ability to understand the worth, quality or

importance of something. In this study, this pertains to the students' understanding on

how important the topics in Earth and Life Science are based from their responses during

the interview, their journals and the teachers observation.

 49

Notes

Abrol, S. (2008, December 4). Spotlight on Training- An Authentic Learning Model.

Retrieved from Http://www.windosfs.com/news-archive/enewsspotlight-

ontraining-anauthentic-learning-model

Adnan, A., Suwandi, S., Nurkamto, J., & Setiawan, B. (2019). Teacher competence in

authentic and integrative assessment in Indonesian language

learning. International Journal of Instruction, 12(1), 701-716.

doi:10.29333/iji.2019.12145a

Albiladi, W. S. (2018). Exploring the use of written authentic materials in ESL reading

classes: Benefits and challenges. English Language Teaching, 12(1), 67.

doi:10.5539/elt.v12n1p67

Albuera, R. (2006). Drill Approach in High School Mathematics I (Unpublished master's

thesis). Bicol University Graduate School, Legazpi City, Philippines.

Aldahdouh, A. (2021, January 4). Are you with or against proposing a new learning

theory? Retrieved from https://www.researchgate.net/post/Are-you-with-or-

against-proposing-a-new-learning-theory

Arrobaa, J., & Acosta, H. (2021). Authentic Digital Storytelling as Alternative Teaching

Strategy to Develop Speaking Skills in EFL Classes. LEARN Journal: Language

Education and Acquisition Research Network, 14(1), 317-343.

Aurangzeb, W. (2020). Impact of Authentic Learning Environment on Academic

Intrinsic Motivation in Studying General Science at Elementary Education

 50

Level. Journal of Elementary Education, 30(2), 113-131. Retrieved from

http://journals.pu.edu.pk/journals/index.php/jee/article/viewFile/1852/1995

Aynas, N., & Aslan, M. (2021). The Effects of Authentic Learning Practices on

Problem-Solving Skills and Attitude towards Science Courses. Journal of

Learning for Development, 8(1), 146-161.

Aziz, M. N., Mohd Yusoff, N., & Mohd Yaakob, M. F. (2020). Challenges in using

authentic assessment in 21st century ESL classrooms. International Journal of

Evaluation and Research in Education (IJERE), 9(3), 759.

doi:10.11591/ijere.v9i3.20546

Berge, H. T., Ramaekers, S., & Pilot, A. (2004). The design of authentic tasks that

promote higher-order learning (Master's thesis). Retrieved from

https://www.researchgate.net/publication/46650134_The_design_of_authentic_ta

sks_that_promote_higher-order_learning

Borras, S. (2004). Nilikha at Nilikom na Kagamitan ng Pampagtuturo Para sa

Panitikang Pangmarino (Unpublished master's thesis). Bicol University

Graduate School, Legazpi City, Philippines.

Brack, C., Elliott, K., Fisher, J., & Stapleton, D. (2003, December). The virtual

laboratory: An online program to integrate authentic activities into the biology

curriculum. Paper presented at Interact, Integrate, Impact: Proceedings of the

20th Annual Conference of the Australasian Society for Computers in Learning

in Tertiary Education. Adelaide, Adelaide, Australia.

 51

Burke, K. (2016). Rising to the challenge: Supporting educators without arts experience

in the delivery of authentic arts learning. Paper presented at AARE Conference

2016, Melbourne, Australia.

Carlson, A. (2001). Innovative teaching showcase: Theme - Authentic learning.

Retrieved from https://cii.wwu.edu/showcase2001/theme/default.asp

Carr., N. (2008). Wikis, Knowledge Building Communities and Authentic Pedagogies in

Pre-service teacher education. Retrieved from

https://www.ascilite.org/conferences/melbourne08/procs/carr-n.pdf

Casitas, S. (1999). The effects of Suggestopedia on the Dimensional comprehension

Skills of BUCEILHS Juniors S.Y. 1998-1999 (Unpublished master's thesis). Bicol

University Graduate School, Legazpi City, Philippines.

Chambers, D. (2001). Problem Based Learning and It to support Authentic Tasks in

Teacher Education. ASCILITE. Retrieved from

https://www.ascilite.org/conferences/melbourne01/pdf/papers/chambersd.pdf

Conner, M. L. (2007, February 17). Learning from experience: Ageless learner.

Retrieved from https://agelesslearner.com/intros/experiential.html

Coskun, H., Dogan, A., & Uluay, G. (2017). The effect of technology on students

opinions about authentic learning activities in science courses. Universal Journal

of Educational Research, 5(1), 72-83. doi:10.13189/ujer.2017.050109

Dahlback, J., Berg Olstad, H., Sylte, A. L., & Wolden, A. (2020). The importance of

authentic workplace-based assessment: A study from VET teacher

education. International Journal for Research in Vocational Education and

Training, 7(3). doi:10.13152/ijrvet.7.3.3

 52

Dewi, T. R. (2015). THE USE OF WIFI IN ENGLISH TEACHING AND LEARNING

AT SMAN 7 MALANG. Retrieved from

https://eprints.umm.ac.id/21746/1/jiptummpp-gdl-titiarisni-42343-1-pendahul-

n.pdf

Duignan, P. A. (2004). Authentic Educative Leadership for Authentic Learning.

Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?

doi=10.1.1.501.8873&rep=rep1&type=pdf

DUMAN, N., & KARAKAS-OZUR, N. (2020). Philosophical roots of authentic

learning and geography education. Eurasian Journal of Educational

Research, 20(90), 1-20. doi:10.14689/ejer.2020.90.10

Eather, N., Riley, N., Miller, D., & Imig, S. (2019). Evaluating the impact of two

Dialogical feedback methods for improving pre-service teacher's perceived

confidence and competence to teach physical education within authentic learning

environments. Journal of Education and Training Studies, 7(8), 32.

doi:10.11114/jets.v7i8.4053

Eckert, P., Goldman, S., & Wenger, E. (2003). The School as a Community of Engaged

Learners. Journal of Education, 17(4).

Edwards, R. (2001). Meeting individual learner needs: Power, subject, subjection. In:

C. Paechter, M. Preedy, D. Scott and J. Soler, Eds., Knowledge, Power and

Learning. Retrieved from

https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPaper

s.aspx?ReferenceID=1030167
 53

Errington, E. P. (2008). Exploring real-world scenarios as vehicles for authentic

learning. The International Journal of Interdisciplinary Social Sciences: Annual

Review, 3(5), 1-6. doi:10.18848/1833-1882/cgp/v03i05/52619

Fook. (2010). Authentic assessment and pedagogical strategies in higher

education. Journal of Social Sciences, 6(2), 153-161.

doi:10.3844/jssp.2010.153.161

Frey, C. (2009, December 6). Teaching and Learning Modern Foreign Languages in the

United Kingdom - Conclusion. Retrieved from https://ezinearticles.com/?

Teaching-and-Learning-Modern-Foreign-Languages-in-the-United-Kingdom---

Conclusion&id=3381124

Frydenberg, M. (2015, September). Creating Games as authentic learning in the

information technology classroom. Paper presented at International Conference

e-Learning 2015, Netherlands.

George Novack Internet Archive. (2005). John Dewey’s theories of education. Retrieved

from https://www.marxists.org/archive/novack/works/1960/x03.htm

Grant, W., & Mctighe, J. (2008). Put Understanding First. Educational

Leadership, 65(8), 36-41. Retrieved from https://eric.ed.gov/?id=EJ796365

Greenhill, V. (2010). 21st century knowledge and skills in educator preparation. NW,

WA: American Association of Colleges of Teacher Education and the

Partnership for 21st Century Skills.

GÜNEŞ, G., ARIKAN, A., & ÇETİN, T. (2020). Analyzing the effect of authentic

learning activities on achievement in social studies and attitudes towards

 54

geographic information system (GIS). Participatory Educational Research, 7(3),

247-264. doi:10.17275/per.20.45.7.3

Gürgil, F. (2018). The effect of authentic learning approach in social studies teaching on

the academic success. Universal Journal of Educational Research, 6(10), 2061-

2068. doi:10.13189/ujer.2018.061002

Hacker, D. J. (2005). Metacognition. Retrieved from

https://vcell.ndsu.nodak.edu/~ganesh/seminar/Hacker_Metacognition%20-

%20Definitions%20and%20Empirical%20Foundations.htm

Han, S., & Resta, P. E. (2020). Virtually authentic: Graduate students’ perspective

changes toward authentic learning while collaborating in a virtual world. Online

Learning, 24(4). doi:10.24059/olj.v24i4.2326

Herrington, A., & Herrington, J. (2007, November). Authentic mobile learning in higher

education. Paper presented at AARE 2007 International Educational Research

Conference, Fremantle, Western Australia.

Herrington, J., Oliver, R., & Reeves, T. C. (2003, March 17). Patterns of engagement in

authentic online learning environments. Retrieved from

https://ajet.org.au/index.php/AJET/article/view/1701

Hidayat, T., Rustaman, N., & Siahaan, P. (2021). Adapted primary literature in authentic

science: Students’ perception. Journal of Science Learning, 4(4), 309-315.

doi:10.17509/jsl.v4i4.32731

Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments

(SCenTRLE): Operationalizing Constructivist Approaches to Teaching and

Learning. Journal of Technology and Teacher Education, 10(4).

 55

Hite, R., Solís, P., Wargo, L., & Larsen, T. (2018). undefined. Education Sciences, 8(4),

173. doi:10.3390/educsci8040173

Hüseyin, U., Murat, T., & Ezgi, P. Y. (2020). The effects of the authentic learning

approach with a course management system (Moodle) on students mathematics

success and online authentic learning self-efficacy. Educational Research and

Reviews, 15(11), 679-689. doi:10.5897/err2020.4087

İneç, Z. F., & Akpınar, E. (2018). Authentic Social Studies Teaching: The Effect of

Semantic Geo-media Material on Learning. Review of International

Geographical Education Online (RIGEO), 8(2), 273-310. Retrieved from

http://www.rigeo.org/vol8no2/Number2Summer/RIGEO-V8-N2-6.pdf

Karakaş-Özür, N., & Duman, N. (2019). The trends in authentic learning studies and the

role of authentic learning in geography education. International Education

Studies, 12(12), 28. doi:10.5539/ies.v12n12p28

KAYNAR, N., & SADIK, O. (2021). The effects of authentic and interactive video tasks

on students’ extra listening practices. Kuramsal Eğitimbilim, 14(3), 291-307.

doi:10.30831/akukeg.836313

Kearney, M., & Schuck, S. (2004). Authentic Learning through the use of Digital

Video. Semantic Scholar. Retrieved from

https://opus.lib.uts.edu.au/bitstream/10453/7451/1/2004001442.pdf

Knobloch, N. A. (2003). Is Experiential Learning Authentic? Journal of Agricultural

Education, 44(4), 22-34. Retrieved from

https://www.jae-online.org/attachments/article/327/44-04-22.pdf
 56

Koh and N. Delanoy, K., Turner and O. Chapman, J., Bene and G. Danysk,, R., &

Thomas and G. Hone, C. (2019). The Role of Authentic Assessment Tasks in

Problem-based Learning. University of Calgary. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1302881.pdf

Labouta, H. I., Kenny, N. A., Dyjur, P., Li, R., Anikovskiy, M., Reid, L. F., &

Cramb, D. T. (2019). Investigating the alignment of intended, enacted, and

perceived learning outcomes in an authentic research-based science

program. The Canadian Journal for the Scholarship of Teaching and

Learning, 10(3). doi:10.5206/cjsotl-rcacea.2019.3.9462

Lai, P. K., Portolese, A., & Jacobson, M. J. (2016). Does sequence matter? Productive

failure and designing online authentic learning for process engineering. British

Journal of Educational Technology, 48(6), 1217-1227. doi:10.1111/bjet.12492

Lombardi, M. M. (2007, January 1). Authentic learning for the 21st century: An

overview. Retrieved from

https://library.educause.edu/resources/2007/1/authentic-learning-for-the-21st-

century-an-overview

Lucko, G. (2000, May 1). Construction engineering and management undergraduate

education. Retrieved from

https://www.researchgate.net/publication/228607292_Construction_Engineering

_and_Management_Undergraduate_Education

Madrona, J., & Saralde, J. (2006). Indigenous Instructional Materials on Teaching

Music for First Year High School (Unpublished master's thesis). Bicol University

Graduate School, Legazpi City, Philippines.

 57

Martyn, M. (2007, April 26). Clickers in the classroom: An active learning approach.

Retrieved from https://er.educause.edu/articles/2007/4/clickers-in-the-classroom-

an-active-learning-approach

Mayall, R., & Arcellana-Panlilio, M. (2019). Vignettes of the IGEM experience: Student

partnerships toward authentic learning. University of Calgary. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1302883.pdf

Medalla, A. (2003). The Effects of Modular Approach in the Enhancement of Basic

Cognitive and Higher Order Thinking Skill in College Biology (Unpublished

master's thesis). Bicol University, Legazpi City, Philippines.

Morgan, C. K., & Cox, R. (2012). An authentic learning design for farm tours. Journal

of Learning Design, 1(2). doi:10.5204/jld.v1i2.18

Mortazavi, M., & Davarpanah, A. (2021). Implementation of a thematic analysis method

to develop a qualitative model on the authentic foreign language learning

perspective: A case study in the University of Northern Cyprus. Education

Sciences, 11(9), 544. doi:10.3390/educsci11090544

Munday, J. (2005). Taking Teacher Education On A Field Trip: An 'Authentic' Task

That Provides 'Authentic' Learning. In 33rd Annual Australian Teacher

Education Association Conference (pp. 327-333). Australia: Griffith University.

Nacional, M. P. (1999). Lessons Utilizing Videocassettes for music instruction in Grade

VI (Unpublished master's thesis). Bicol University Graduate School, Legazpi

City, Philippines.
 58

Navia, D. (2022). The Spiral Approach in Teaching Secondary Mathematics in the

Division of Albay (Unpublished master's thesis). Bicol University Graduate

School, Legazpi City, Philippines.

Ndawo, G. (2019). A Model to Facilitate Authentic Learning in Nursing

Education. Global Journal of Health Science, 11(9), 1-12. Retrieved from

https://doi.org/10.5539/gjhs.v11n9p1

Negrite, F. (2004). Practical Work Appraoch I Problem Solving in Grade VI

Mathematics of Donsol West District, Division of Sorsogon (Unpublished

doctoral dissertation). Bicol University Graduate School, Legazpi City,

Philippines.

Neo, M., Tse-Kian Neo, K., & Yeen-Ju Tan, H. (2012). Applying authentic learning

strategies in a multimedia and web learning environment (MWLE): Malaysian

Students’ Perspective. TOJET: The Turkish Online Journal of Educational

Technology, 11(3), 50-60. Retrieved from https://eric.ed.gov/?id=EJ989198

North Central Regional Educational Laboratory (NCREL®). (2005). Quality Quest:

High-Performing Learning Communities. Retrieved from https://www.ncrel.org/

Nunez, M. L. (1999). Cooperative Learning: Its Effect in the Performance Level in

Games in 4th year Ligao National High School (Unpublished master's thesis).

Bicol University Graduate School, Legazpi City, Philippines.

Parker, J., & Herrington, J. (2015). Setting the climate in an authentic online community

of learning. Paper presented at AARE Conference 2015, Western Australia.

 59

Pazilah, F. N., Hashim, H., & Yunus, M. M. (2021). Service-learning in English as a

second language teacher training program: Exploring pre- service teachers’

authentic learning experiences. doi:10.31235/osf.io/qy4a6

Penalosa, R. (1999). The effects of Suggestopedia Approach on the Language Skills of

Grade VI Pupils of Bacacay West District (Unpublished master's thesis). Bicol

University Graduate School, Legazpi City, Philippines.

Pintrich, P. R. (2010). The role of Metacognitive knowledge in learning, teaching, and

assessing. Retrieved from

https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4104_3

POLAT, M., & ERİŞTİ, B. (2019). The effects of authentic video materials on foreign

language listening skill development and foreign language listening anxiety at

different levels of English proficiency. International Journal of Contemporary

Educational Research. doi:10.33200/ijcer.567863

Posinasetti, N., & Zhang, J. (2009). Case Studies of Authentic Learning Tasks Method

Applied in Industrial Technology. Journal of Industrial Technology, 25(7).

Retrieved from

https://www.researchgate.net/publication/260058472_Case_Studies_of_Authenti

c_Learning_Tasks_Method_Applied_in_Industrial_Technology

Rehman, A., & Perveen, A. (2021). Teachers’ perceptions about the use of authentic

material in Pakistani EFL classrooms. International Journal of Language

Education, 5(2), 63. doi:10.26858/ijole.v5i2.15241

 60

Reyes-Foster, B. M., & DeNoyelles, A. (2018). Using the Photovoice method to elicit

authentic learning in online discussions. Journal of Teaching and Learning with

Technology, 7(1), 125-138. doi:10.14434/jotlt.v7i1.23596

Sabtiawan, W. B., Yuanita, L., & Rahayu, Y. S. (2019). Effectiveness of Authentic

Assessment: Performances, Attitudes, and Prohibitive Factors. Journal of

Turkish Science Education, 16(2), 156-175.

Salandanan, G. (2001). The Educational Journal. Philippines: Katha Publishing Co. Inc.

Santillan, L. (2002). Development and Validation of Exemplar lesson plans in College

Chemistry Using Practical Work Approach and Cooperative Learning

Strategies (Unpublished master's thesis). Bicol University Graduate School,

Legazpi City, Philippines.

Simpson, J. (2015). Authentic learning – Does it improve pass rates and student

satisfaction? Journal of Perspectives in Applied Academic Practice, 4(2).

doi:10.14297/jpaap.v4i2.172

Stein, S. J., Isaacs, G., & Andrews, T. (2006). Incorporating authentic learning

experiences within a university course. Studies in Higher Education, 29(2), 239-

258. doi:10.1080/0307507042000190813

Sukmawan, S. -., Setyowati, L. -., & El-Sulukiyyah, A. A. (2021). The effect of

authentic materials on writing performance across different levels of

proficiency. International Journal of Language Education, 515-527.

doi:10.26858/ijole.v5i1.15286
 61

Syaifuddin, M. (2020). Implementation of authentic assessment on mathematics

teaching: Study on junior high school teachers. European Journal of Educational

Research, 9(4), 1491-1502. doi:10.12973/eu-jer.9.4.1491

Tepe, T., Kaleci, D., & Tuzun, H. (2018). Integration of virtual reality fire drill

application into authentic learning environments. World Journal on Educational

Technology: Current Issues, 10(4), 72-78. doi:10.18844/wjet.v10i4.3786

Teräs, H., & Kartoğlu, Ü. (2017). A grounded theory of professional learning in an

authentic online professional development program. The International Review of

Research in Open and Distributed Learning, 18(7).

doi:10.19173/irrodl.v18i7.2923

Thomas, M. (2021). The everyday creativity of authentic classroom

assessments. LEARNing Landscapes, 14(1), 393-407.

doi:10.36510/learnland.v14i1.1039

Uluçınar, U., & Dinç, E. (2021). Effectiveness of authentic performance tasks: The case

of a special education course. Journal of Pedagogical Research, 5(2), 152-171.

doi:10.33902/jpr.2021270069

Utaberta, N., Hassanpour, B., Surat, M., Che Ani, A. I., & Tawil, N. M. (2012).

Architecture from Teaching to Learning to Practice: Authentic learning Tasks in

Developing Professional Competencies. World Academy of Science, Engineering

and Technology, 67, 616-619.

Vos, P. (2018). “How real people really need mathematics in the real world”—

Authenticity in mathematics education. Education Sciences, 8(4), 195.

doi:10.3390/educsci8040195
 62

Wei, L., Firetto, C. M., Duke, R. F., Greene, J. A., & Murphy, P. K. (2021). High school

students’ epistemic cognition and argumentation practices during small-group

quality talk discussions in science. Education Sciences, 11(10), 616.

doi:10.3390/educsci11100616

Wellington, J. (2007). Secondary education: The key concepts. Routledge.

Winarso, W. (2018). Authentic assessment for academic performance; Study on the

attitudes, skills, and knowledge of grade 8 mathematics students. SSRN

Electronic Journal. doi:10.2139/ssrn.3159666

Wood and Lincoln, Teras and Hanna, Reineres and Torsten, & Gregory and Sue.

(2013). 36th HERDSA Annual International Conference, Jul 1-4 2013. Auckland,

New Zealand: Higher Education Research and Development Society of

Australasia.

YILDIRIM, R., & ORTAK, Ş. (2021). The effects of authentic learning approach on

academic achievement and attitudes in social studies course. International

Journal of Psychology and Education Studies, 8(3), 193-208.

doi:10.52380/ijpes.2021.8.3.508

Yildiz, E. P. (2020). undefined. New Trends and Issues Proceedings on Humanities and

Social Sciences, 8(3), 78-91. doi:10.18844/prosoc.v8i3.6400

ŞEKERCİ, H. (2021). Evaluating student and teacher views on the use of authentic

learning in primary school social studies course: A case study. Participatory

Educational Research, 8(1), 322-343. doi:10.17275/per.21.19.8.1