Effects of authentic learning activities on Grade 7 learners’ achievements in Natural Science

Cases of two regions in Namibia

Abstract

The effects of authentic learning activities on achievements in Natural Science among Grade 7 learners in the Khomas and Omusati regions were investigated. This study used a quantitative research approach and deployed a quasi-experimental design. The targeted population consisted of 716 Grade 7 classes comprising of 180 classes (5 400 learners) in the Khomas region and 536 (16 080 learners) in the Omusati region with a total of 21 480 learners from the public senior primary schools offering Natural Science. The pre-test and post-test non-equivalent control group design was used. Numerical data collected from both experimental and control groups were compiled using SPSS. A T-test was used to analyse both pre- and post-tests’ scores to determine whether learners’ achievement scores from experimental and control groups were different at probability (p) level of 0.05. The experimental groups mean scores on the pre-test and post-test were 18.91 and 31.72 respectively; while the control groups had mean scores of 17.28 and 23.07 correspondingly. These results indicated significant differences in the performance of the experimental groups and proved that authentic learning activities improve learners’ achievements in Natural Science. Based on the study findings, it concludes that authentic learning activities given to Grade 7 learners positively affect their achievements in Natural Science. Therefore, we recommend that schools procure appropriate authentic materials for effective teaching and learning of science concepts.