Ryan M. Banaria

1 Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter focuses on related literature, researches related to the present study, synthesis of the state-of-the art, 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 21st century workplace, they must move beyond the skills of the 20th century and master those of the 21st century. Teachers are entrusted with mastering these skills as well and with modeling these skills in the classroom. 1 Traditional school teaching is disconnected and disembodied from student’s experiences outside the classroom. The learning task lack meaning for the students. Students and teachers are provided many new opportunities in authentic approaches to teaching and learning. From a sole information giver the teacher become the facilitator of learning. Newman’s2 research indicates that “authentic pedagogy” has a positive effect in 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 includes (1) Knowledge construction (2) connections of learning to students personal worlds (3) learning beyond school and (4) cooperation and communication, Newmann goes on to say that the preceding criteria have to be 2 met in authentic learning environments in order to qualify as an “authentic learning classroom.” He concluded that authentic learning implies several things; that learning be 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. Edwards3 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 nor what they are interested in. Guthrie and Carlin4 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. The past studies of West suggest that the change in pedagogical focus – from passive to active learninggives better learning outcomes and does not come merely from the use of a specific technology or technique. Lombardi5 stated that solving real-world problems motivate the students. Educators 3 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 that learning about physics and learning to be physicists has tremendous difference. Unless learners discover what isolated facts and formulae can do for them, this things does not take on meaning and relevance. George Siemens6 suggested that of the 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 which cut across disciplines and brings students into meaningful contact with the future employers, customers, clients and colleagues, who will have the greatest impact in their success, is required in connection-building. Frey7 stated that the 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 dull and boring topic into a fun and authentic lesson that students can relate to. This implies that providing students the reasons why they need to learn a certain concept does not only motivate them but can also be the reason for them to enhance their learning in the concept. Knowing the reason of 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 real-world application, making the classroom as venue of activities in the classroom which has real-world application and a venue to acquire skills which can be used in facing the problems they might encounter in everyday life. Frey concluded that when learning becomes entertaining and less fastidious, pupils does not only improve their knowledge but also 4 have fun. 8 Carlson9 defined authentic learning as a strategy, which uses real-world problems, and projects that allows students to explore and discuss these problems in ways that are relevant to them. It differs greatly from traditional approach where professors provide the students with facts, which they will repeat in the test. This approach transforms the professor as “coconstructor” of knowledge rather than as the sole giver of the content. By writing, discussing, analyzing and evaluating information, students become active participants of 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 test. North Dakota Teaching Technology Initiative10 outlined the basic elements of authentic learning activities. First authentic represent an issue that require a personal frame of reference for the students; this bring 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 involves 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 actions, attitudes or belief on the targeted audience, and lastly real issues are directed toward a real audience; real audience consists of 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 5 that will answer the lapses of the latter. Hirumi11 stated that the traditional teacher-centered modes of instruction are inadequate for meeting the needs of an information-based, technologydriven society, prepare the students in the workplace in the 21st century new methods and models of instruction are necessary. Eckert et al12 opined that many educators view kids engagement in non-school activities as a distraction of learning, but it seems that the depth of learning these activities brings is unequalled 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 prevents learning. If they can use the learning strategy that goes into such activities into the subjects in the school, we can a nation of geniuses. Authentic task approach represents one of these models. Campbell termed this as authentication education, which is based on performance and reality. Pugalee stated that this approach could be characterized by in-depth analysis along four dimensions; thinking and reasoning, discourse, mathematical tools and attitudes and dispositions. The former curriculum in the Philippines before the introduction of Understanding by design is the Basic Education Curriculum. In 2004 this curriculum later RBEC was presented to teachers. Schools were provided with lesson guides and other materials for the implementation. Former Senator Raul Roco said that the Revised Basic Education Curriculum is a product of 16 years study and seven years of extensive consultation. Before the implementation of RBEC in 6 2004, the government has not revised the curriculum fit public schools in 13 years and the public high school curriculum had not been changed to two decades. In sharp contrast to the general practice worldwide, which calls for revision for every 10 years. Which makes RBEC according to senior education department official is responsive to an ever changing world. Dr. Fe Hidalgo, education secretary for programs in 2004 argued that to actualize a gracious life in our changing world, Filipino should have an education system that empowers them for a lifelong learning or a system that enables them to be more competent in learning how to learn even when they are left to themselves.13 RBEC has been drawn from various studies particularly that of the committee on information technology Science and Mathematics Education and Technologies. This committee is under the presidential commission on education reforms. Called the laboratory of life MAKABAYAN will be the practice environment for the total subjects it is designed to help the students develop better interpersonal skills empathy with cultures, vocational efficiency and problem solving and decision making skills. Successful learning outcomes require the integration of content and meaningful assessment with effective pedagogy. However development of coherent and cohesive curriculum is seemingly overwhelming even to experienced teacher. Understanding by Design describes a practical and useful backward design process in which anticipated results are first identified, acceptable evidence for learning outcomes is established and, only then, are specific learning experiences and instructions are planned. Translation of best practices in learning and assessment to effective curriculum design is a major barrier in successful teaching. Creative approaches must be used to embed opportunities for inquiry, innovative problem solving and critical thinking into a backbone of deep discipline 7 knowledge. Understanding by design by Grant Wiggins and Jay Mctighe14 provides a framework that systematically addresses these key issues in a practical manner. Wiggins UBD promotes a backward design process that begins into identifying the enduring understanding that students should carry from the class. It emphasizes the teacher’s critical role as an assessor and designer of student learning. The authors clarified about the following: 1. It is not a prescriptive program 2. It is not about philosophy of education nor does it require a belief in any single pedagogical system of approach. 3. It is focused on the design of the curriculum instead as approach to individual lesson plans as broader programs. The authors have discourage the application of UbD approach to a system of daily lesson planning although it seems to be natural way to proceed, in the book they provided examples on why they discourage it. 4. Although teaching for understanding is vital aim in schooling, it is just one of the many. There are cases when understanding is neither feasible nor desirable. The developmental level of students will determine the extent to which conceptualization is appropriate at other times. 5. The book is built upon the conditional premises. If an instructor wishes to develop greater in-depth understanding in your students then the ideas and processes of UbD design apply. To cover all the content of the book should not be the main goal of high school teachers but to enable the students to be productive with the content. It is the goal of the school to prepare the students to be prepared for the world outside the classroom, and not just to be good inside the classroom. The central mission of the school, which is learning for understanding, must be reflected in the entire high school curriculum. One of the greatest weaknesses of the secondary curriculum is out of context learning of skills. High School students will have failed to achieve their purpose if long term situation and effective performance are unlikely. The role of a teacher according to Mortimer Adler15 is transfer; meaning and acquisition are all fundamental 8 goals of high school institution is facilitator of learning. In this role the teachers will guide the students in facilitating information and exploring problems through such instructional strategies, graphic organizers divergent questioning and probing, simulations, problem based learning, Socratic seminars reciprocal teaching and student self-assessment. High school teachers in the Philippines especially third year and fourth year is using the climb-the -ladder approach in teaching the students since they are not yet covered by the implementation of Understanding by Design. Many students especially those student who does not get beyond the first rung of the coverage ladder is confined to regimen of excessive teacher talk, and memorization of discrete facts and skill drill worksheets. These will result for them to have minimized opportunities to engage in and actually use what they are learning in meaningful way. Moreover, this might result to poor motivation especially that students cannot see the connection of what they are learning in real life. Over reliance to textbook is logical and may be easily applied. It simplifies and objectifies the task of the curriculum worker, the teacher and the administrator. The least capable teacher can assign pages in a textbook and hear the pupils recite the facts involved. He can give evidence that he has done hos part by covering a given number of pages. There he has an alibi for failure because he can place the blame for poor pupil achievement. According to Wiggins16, to fix everything all we need to do is agree in the core performance task in each design programs and syllabi from them. Another way in which understanding by design differs from conventional thinking about curriculum is that it emphasizes the need to prioritize what students are to know, understand and be able to do. Rather than viewing all knowledge as equal, this way of thinking suggests that some knowledge is essential and enduring, some knowledge is important to know and some 9 knowledge is worth being familiar with. A third way in which understanding by Design differs from conventional thinking about curriculum is that it gives serious consideration to the meaning of understanding. Understanding is sometimes ill-defined, 17 to some it might mean simply answering a question correctly or defining a term in your own words or carrying out a simple skills or explaining why something occurred. Understanding by Design suggests that understanding is more than just knowing or doing. Authentic learning tasks are good instructional strategy as well as good assessment. If an idea is considered an important and enduring understanding, it is worthy of well-designed instruction. Educators who have the skills necessary to design good instruction will have necessary skills to design good performance tasks and projects. Abrol18 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 thing about using this approach as he noted is that a single correct answer obtained by the application of rules and procedures, authentic activities allows for diverse interpretation and competing solutions. In this rapidly changing world, where half-life of information is short and individuals can expect to progress multiple careers, authentic learning may be more important than ever. 10 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 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 nor what they are interested in. Related studies The study of Berge et al19 focused on the use of authentic cases to provoke higher order learning. They examined characteristics of real life problems confronted by the academicians in the professional practices and the way they solve their problems. They concluded that using authentic cases appeared functional to prepare students in the academic practices. They had reported that the literature does not only provide indicators for the design of authentic cases, they also come across examples of negative effects of authentic cases and improper design. Moreover, the results suggested that the impact of authenticity on learning outcomes is promising but it does not present conclusive results. This study clearly suggests the use of authentic task promotes higher order thinking skills. Promoting higher order thinking skills is important to prepare the students in confronting real world problems. The present study will come up with teaching materials using authentic 11 learning approach, making it different with the previous study. Furthermore, the respondents and locale of the study is also different. The primary aim of the Añonuevo’s20 study is to assess the effectiveness of brainstorming in teaching literature in high school and to discover the skills and abilities that were developed among the students. Her study determined the difference on the level of ranking of respondents in the skills and abilities develop that was affected by the strategies used. She used descriptive method to assess the effectiveness of the teaching strategy and to observe the skills and abilities that were developed in the learner. The study of Añonuevo is related to the present undertaking since the two aims to know the effectiveness of a strategy in teaching the students. However, different strategies were investigated in the study, which is the authentic learning task. In addition, the present research differs in methodology since the present undertaking will be using the non-equivalent control group design. The locale and respondents of the study also differs. Brack et al21 created “ The Virtual Laboratory,” an online learning environment for the integration into the curriculum of authentic experiences for learners of biology at year 12-level. They had concluded that the Virtual Laboratory provided an authentic context in which the trainee scientist can investigate real-life problems. One of the important aspects of the design and implementation is the integration of media within the online environment and the integration of the online environment with the curriculum. Moreover, multiple levels of interactivity, encompassing issues of context, content, understanding, knowledge and problem solving engages learners and enables them to gain control of the learning process. 12 Similar modules will be made by the researcher to promote quality learning. The previous study was designed for the online learning environment; the present study will examine the effectiveness of authentic tasks approach in the classroom instruction. The subject matter that was examined by the previous study is identical with the present, but the respondents of this study are not the same with the previous one. Albuera22 performed a quasi-experimental study in the potential of using worksheets practice sets for drill exercises in learning Math for high school students classified as “Bridge program Students”. He recommended that simplified learning strategies should be used in elementary grades as well as high school mathematics to establish pre-requisite competencies in elementary grade and sustain competency development in high school particularly in Math I. Moreover, high school mathematics teachers can use simple drill exercises and other hands-on approaches for learning elementary algebra in the freshman level. The previous study is related to the present study since both studies are geared towards the identification of more effective teaching strategy but they differ on the subject area where the strategy was used. The study also differs in the methodology, respondents and locale of the study. The main objective of Rao et al23 is the description of authentic learning tasks projects applied in two different courses namely Advance Computer Numerical Control and Statistical Quality Control at four-year Manufacturing Technology Program. They had presented step by step instruction on how authentic learning tasks projects were organized, implemented and evaluated in the courses. The researchers also included student feedback which the researcher believes to be useful for further refining and improving the design of similar ALT project. They 13 found out that the bonus incentive was effective in motivating students learning. Improvement in the mathematical skills of the students was observed and so with the improved interest, in learning statistics and quality control principles due to software application and the ALT approach. Students also did a great job in the data analysis and interpretation because they designed their own measurement system and experiences the entire data collection process. The preceding study clearly shows that ALT approach is good strategy in the subject matter of which it is applied. The present undertaking will examine the effectiveness of such strategy in Biology, which requires memorization of facts. The respondents of the present study will be the high school students, thus making the study different with the former which made use of tertiary students as respondents. Navia24 determined the difficulties met by the teacher in the use of spiral approach in terms of topics and their difficulties and suggestions to improve the implementation of spiral approach. His respondents were the 77 teachers in Albay who had experiences compartmentalized and spiral approaches in teaching mathematics. His study has relative bearing on the present since both investigated teaching strategies, but the subject matter investigated, respondents and methodology used by the present study is different. His study has relative bearing with the present study since both investigated teaching strategies, but the subject matter, respondents and the methodology used were also different. A problem based learning approach to teaching and learning and IT based resources in a technology-rich environment was combined by Chambers25 to provide undergraduate education students an exciting and innovative way to learn about IT in schools. The main objective of her 14 study is to explore how problem based learning and technologies have been utilized to provide opportunities for learning IT in schools thorough solving authentic tasks, taking on leadership roles; working as a team and collaborating in solutions to ill-structured problems. She concluded that the strategy used allows and let the students develop recommended invaluable opportunities to develop knowledge and skills in a way quite different to traditional university teaching styles was develop among the respondents by working actively as a team member. The study of Chambers supports the idea that when students are actively involved in the learning process they gain invaluable learning experiences, which helps them, face real-world problem with confidence. This exactly support s the goal of the present study which is to provide a basis on whether the use of authentic learning approach will enhance the learning of the students and be able them to face real-world challenges easily, especially those problems which involves biology. Information technology was the subject matter studied by the previous study while biology will be the subject of focus of the present study. Moreover, the locale and the respondents of the study also differ. Nuñez26 made use of quasi-experimental method particularly the pre=test-posttest nonequivalent control group design on a set of strategies classified under cooperative learning. His study showed that cooperative learning strategies in teaching grammar had increased student performance level as evidenced by high performance on the posttest of the experimental group. The study of Nuñez is related to the present undertaking since it also employed strategies under cooperative learning. Some of the activity that will be used in teaching the students will be using such strategy. However, the present undertaking is different to the former study in terms of methodology used as well as the respondents and the locale of the research. 15 Herrington et al27 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 includes 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 issue related to the necessity for students to willingly suspend disbelief in order to fully engage in learning scenarios based on authentic tasks. They had 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 element in the design process. He had 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 appears 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 which the researchers endeavors to aid the students to attain enhanced learning. The previous study is the same with the present because both seek to investigate the effectiveness of student-centered approach in teaching the students. There was a difference in the locale and respondents of the study. Nacional28 utilized the survey evaluative, content analysis, descriptive and creative methods to determine the effectiveness of using music related videocassettes in music instruction 16 in grade six. He recommended the utilization of videocassettes in music lesson in trainings and seminars to create awareness among the music teachers regarding he use of such materials for music instruction. The study of Nacional is similar with the present study because both have the objectives of improving the academic performance of the students. Similarly, this study aimed to investigate the potential of authentic learning task approach in classroom instruction, which will aid the teachers in using such approach in the latter. Different strategy was used by the study in developing students’ performance, which is authentic learning tasks, while Nacional used videocassettes. Knobloch29 used life history method to analyze the foundational tenets of experiential learning and agricultural education and determined if the tenets are common to the components of authentic learning. He had found out that four influential leaders helped demark and define experiential learning for agricultural educators in formal and non-formal settings during the 1890’s through 1940’s. They had found out that experiential learning was conceptually aligned with authentic learning. However many agricultural educators are familiar with “hands-on learning.” Moreover he concluded that teacher educators and teachers of agriculture measure the degree of authentic instruction based on four standards and the authentic assessment based on the 7 standards using authentic learning rubric. Peñalosa30 studied the effects of suggestopedia approach on language skill of grade 6 pupils of Bacacay West District in 1998 and determined the relationship between the achievement in language and age, parent’s occupation, personality, IQ and learning styles. This study used the quasi-experimental design utilizing a pre test and posttest on the pupil’s language 17 skills to analyze the effects of suggestopedia. Finding revealed that there is highly significant difference in the levels of achievement after the intervention of suggestopedia and that the achievement is not affected by the age, IQ, parent’s occupation, personality and learning style. The cited experimental research has commonalities with the present undertaking since the present study analyzed the effects of teaching strategy in teaching the students, but different approach was used in this study, while the former analyzed the effects of suggestopedia approach the present study will determine the effectiveness of ALT. Moreover, the present study is similar with the previous study since the present undertaking will use quasi-experimental design specifically the one group pre-test posttest design. Thu Thuy Vu et al31 identified principles of authentic assessment for enhancing student learning. This is in-line with the reconceptualisation of student learning and the associated need for a shift in focus in higher education program. They had put forward a preconceived notion of authentic assessment that places emphasis on ontology. They had found out that authentic assessment seeks to both to assess and enhance processes by which students call things into questions, take a stand on who they are and act accordingly. Boras32 conducted a descriptive research to examine the effectiveness of his self-made modules and determined the skills and abilities that were developed by the learners. She used questionnaires and checklist as her instrument to help her in gathering data. Her study aimed to device a teaching method in teaching literature. She concluded that her teaching modules were effective in teaching the students with a weighted average of 4.86, 4.66 and 4.72 which means that it is effective in accordance with the standard used. 18 The study of Boras has commonalities with the present undertaking since the researcher tried to analyze the effectiveness of Game-Aided strategy and its relation to the performance of the students. Her study is similar on the present undertaking since the study will propose a module where authentic learning task is employed. The area of focus of the present study is biology while the former is literature. The former study was conducted in Malabog National High School and United Institute while the present will be conducted in Daraga National High School. This supported the idea that the need to involve the students in the learning process is a must to attain a higher quality on 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 the students. Negrite33 attempted to determine the levels of performance if grade six pupils I problem solving in math in terms of conceptual understanding, procedural knowledge, problem solving skills and strategic communications. His study also tried to determine the specific strengths and weaknesses of the respondents in problem solving, He had used his self-made test to evaluate the effectiveness and determine the said performance. The study used pre-test- posttest nonequivalent design using comparative analysis of data using practical work approach in problem solving skills of grade six pupils of Sta. Cruz and Gimagaan Elementary school as the comparison group while the experimental group was Donsol West District Elementary School as the respondents. He concluded that there is a significant difference between the performance of experimental and comparison grouping in terms of problem solving skills and communications. Practical work approach is an effective strategy since the pupils of the experimental group 19 performed better that the experimental group as reflected by the pre-test and posttest. Negrite has commonalities with the present study since it tried to determine the effectiveness of teaching strategy but different approach will be investigated by the present study. The instrument that was used by Negrite is similar with the present study, which is teacher-made test. There was a difference in respondent and methodology used in the study. Nicola Carr34 had reported her initial attempts to integrate wiki technologies into a preservice teacher education course as a way of fostering collaborative knowledge building networks within the classroom and to model an authentic way of integrating technology into curriculum. A rich problem-based learning scenario, delivered in blended model face-to-face and online modes was the environment where pre-service teachers were situated. They had found out that collaborative knowledge building also occurred strongly for many teams because of the exchange of comments within the wiki. The respondents viewed wiki as a communication tool rather that collaborative knowledge creation tool. Her study reinforced the importance of designing an engaging and authentic reason to use wiki, but also highlights the need to ensure that a culture of collaboration and collective knowledge creation is instilled in students who are being asked to use this technology. The benefits of using authentic pedagogies in pre-service teacher education were highlighted in this study. The paper opened up the idea that the use of cooperative learning to be successful strategy in order to be successful in a problem based environment. All of the suggestions and findings of this study will be used as a basis to create materials that has characteristics stated in this study. 20 Duignan35 argued that while authentic leadership focuses on ethics and morality in actions and interactions, it also promote and support the core values of schooling that is educative and authentic teaching aids learning. He had explored and explained the nature of authentic educative leadership and designed a case for authentic teaching and learning focusing especially on Starhatt’s leadership framework energy. Commitment and contributions of all who work in the school are required in an institution which makes use of authentic educative approach to leadership as the school’s stakeholders especially the teachers and educational leaders go about the construction and reconstruction of the conditions that promote and support authentic learning processes of dialogues and negotiation among school members are required. To achieve the conditions above, he noted that it is important that authentic educative leaders need to help promote and learn how to learn together so as to develop collaborative and shared mental model and meanings that bind them together as teams in the learning community. The study of Madrona and Saralde36 dealt on the use of indigenous materials in teaching music for first year high school. They used the descriptive method of research and were accompanied by questionnaire. Their study focused on the analysis of effectiveness in the use of instructional materials in teaching music specifically on the two areas of musical experience, moving to music and instrumental areas of experience. They concluded that indigenous instructional materials are good tools for facilitating and listening to music specially on the areas stated earlier. The respondents of the study were high school students in music classes in private and public schools in Saint Agnes Academy, BUCEilhs, Malabog National High School, Daraga National High School, Bicol College and Aquinas University. The study of Madrona et al has commonalities to the present study since the present will 21 also analyze the effectiveness of a certain strategy the affects the learners’ performance. The present strategy will investigate the use of authentic learning task while the former determine the effectiveness of instructional materials. Similarly the present study will be conducted in only one school which is Daraga National High School while the former was conducted among the 5 different public and privates schools. The previous study is similar in the locale of the study. The two studies will differ in respondents because the present study’s respondents are the second year high school students while the previous study’s respondents were the teachers. Medalla37 conducted a study to determine the effects of modular approach on the achievement of the student’s basic cognitive and higher order thinking skills in college biology using quasi-experimental design, non-equivalent control group retest-posttest design in Divine Word College, Legazpi City. She concluded that modular approach had enhanced the basic cognitive and higher order thinking skills of respondents in college biology. Her study has relative bearing to the present study because both the studies especially the present are geared towards determining the effectiveness of teaching strategy. However, different strategy was investigated in the present study. Moreover, the study used quasi-experimental method, which is identical with present study. Furthermore, the study conducted by Medalla and the present study has the same area of focus, which is biology, both the former dealt in with college biology while the present undertaking is in high school biology. There is also a difference in the locale of the study since the present study will be conducted in DNHS while the former was conducted in DWCL. Medalla had proposed resource units where authentic task strategy was employed. Lucko38 presented an innovative teamwork approach used in sequence of the two 22 undergraduate construction courses at the Catholic University of America (CUA). Following an introduction of student-centered learning; The “Construction Management Consulting” was outlined in its major phases and features including its realistic scenario, its modular integration with classroom knowledge and its review and final documentation. He had concluded with the feedback from students and with the recommendations for implementing experiences that activity engage students to grow into the leaders of tomorrow’s construction industry. This study is connected with the present since the using student-centered approach in teaching the students. Because the previous study‘s respondents was the college students it differs to the present study. Moreover, the subject matter and the research method are also different. Santillan39 used quasi-experimental design, which used non-equivalent control group pretest-posttest design to determine the effects of combined use of practical work approach and cooperative learning strategies in teaching college Chemistry, achievement attitudes and of students’ difficulties in chemistry. She concluded that concepts in chemistry could use practical work approach and cooperative learning strategies. Furthermore, the combined use of strategy was effective since there was a higher performance in concept understanding of the experimental group compared with the control group. The study of Santillan has commonalities with the present study since both studies used quasi-experimental design but the present study used different types of quasi-experimental design. There is also a difference on the respondents since her study used students taking up College chemistry as the respondents. Moreover, there is also a difference in the locale of the study since the present undertaking will be conducted in Daraga National High School. 23 Casitas40 compared the effect of suggestopedia as against the traditional method in teaching the dimensional comprehension skills of BUCEILHS for the year-. She utilized the quasi-experimental non-equivalent control group design. She found out that the lessons using suggestopedia approach helped the students in the experimental group as shown by the mean gain which was high in the interpretative dimension, in comparison with the control group, where the traditional methods of instruction was used. The extent to which the lessons helped were low for both the interpretative and virtual dimensions and average for integrative dimensions. Moreover, there was a significant difference in the pretest and posttest achievement in the experimental and control group, the computed average for the experimental group was 46.43 which is four times higher than the 10.80 obtained by the control group. The study of Casitas proved that suggestopedia approach can enhance the learning of the students in dimensional comprehension skills. The study is similar with the present study since the present undertaking will compare the pre-test and posttest scores of the respondents to determine if there are significant differences in their performance level. Both the studies used quasi experimental method but different type of the said method was used by the present study, which is one-group pre-test posttest design. The study of Casitas was limited only I the investigation of the effects of suggestopedia approach while the present study, which will not only determine the effects of authentic tasks approach but will be devising a resource unit where the strategy cited will be used. The study of Casitas and the present study differ in the locale, respondents and teaching strategies used in the study. Synthesis of the State-of-the Art 24 Newman and Abrol suggested that the traditional mode of teaching, which is student centered is inadequate. They believe that exposing the students into authentic learning environments will prepare the students in the challenges posed by the 21st century. Guthrie, Edward, Lombardi, Reinicke presents the idea that when students are involve 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 enable 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.” Campbell and Carlson maintained the idea that 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. They opened up the idea that students will learn best if they will be able to know the connection of what they are doing in relation to their everyday life. They suggested that unless student will see the relevance of what they are learning, there will be no in-depth learning. Therefore providing authentic learning situation is important to promote in-depth learning. Thu Thuy Vu, Berge and Rao identified the principles of authentic cases that provoke higher order learning. Similar with the latter Herrington et al proposed ten characteristics which make authentic tasks engaging. Chambers examined problem–based approach to teaching and learning. From the review of related studies, it can be seen that the studies were similar in the sense 25 that they are focused in the importance of the use of the varied teaching strategies in the curricula and they asserted certain possibilities how the teaching and learning situation can be improved. Because some study 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 a relative learning in the present research. Carr and Chambers had made use of problem-based approach and computer aided instruction to promote learning. Similar studies bearing the same objectives were conducted by Duignan and Lucko emphasizing that in order for the students to grow into leaders of tomorrow, teamwork approach must be used. Gap to be bridged by the study Based on the review of related literature and studies none so far focused on authentic learning task and the performance of second-year biology students of DNHS. Different studies conducted about authentic learning tasks were conducted in higher education institutions. None so far conducted a study examining the effectiveness of such approach among high school students. Review of related studies and literature revealed that there are several researches conducted using authentic task approach, but most of those researches were conducted using computer-aided strategy. Most of the research on authentic learning task was conducted in online-learning environments. There was no study on the use of authentic learning task on the use of such approach in the classroom, where face-to-face instruction among teachers and students takes place; this will be the gap to be bridge by this study. The researcher will provide 26 the respondents authentic learning environments and assess the use of such approach, to aid the teachers of using such strategy in teaching the students. Theoretical framework Knobloch41 stated that in discussions on reforming education, many educators and policy makers have called for models of teaching and learning that change the role of a teacher from deliverer of knowledge to one of being 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 task (b) multiple representation of the content (c) understanding that knowledge is constructed and (d) studentcentered. 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, 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 that the students must explore the system according to his interest. Also 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. 27 Conner42 opined that our senses are the gateway of information, yet we ultimately learn by doing. Listening and watching how others do things is the first step to learn then eventually learners tries to do things on their own. This sparks interest of the learner and generates motivation as self-discoverer. Active participation allows us to master 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 an 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 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 unique way. For deep learning to occur, students need to deal with information and experience and put it 28 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.43 Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This captures their motivation and builds on previous successes to enhance learner confidence. 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,44 direct personal experience is one of the best way of acquiring information and learning. Activities such as games and occupations similar to what is expected in the real-world must be experience 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 into 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 which enable the growing person to deal effectively and most intelligently with his environment. Metacognition includes both knowledge and strategy components. If knowledge is used 29 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”. it is important to note that cognitive strategies are used to help achieve a particular goal while metacognitive strategies are used to ensure that the goals have been reached. According to flavell45, 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. For example, learners can know about different strategies for reading a textbook as well as strategies to monitor and check their comprehension as they read. 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 (e.g., in this classroom; on this type of test; in this type of real-life situation, etc.). All of these theories will be used as a basis in teaching the students. The researcher speculates that if all of these constructivist ideas will be found in the teaching learning process, there can have a better performance among the students. 30 CONSTRUCTIVIST CONSTRUCTIVIST THEORY THEORY METACOGNITION PRIOR KNOWLEDGE LEARNING BY DOING LEARNING Figure 1. Theoretical Paradigm 31 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 basis to strengthen and enhance their level of knowledge in biology through 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 framework of the study is necessary because it will serve as the visualization and interpretation of the processes involved and is shown in the conceptual paradigm presented in Figure 2. 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 towards 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 in the different topics in biology. The second phase is the implementation of authentic task approach where the students will be exposed to lesson using authentic tasks strategy. The researcher will ensure that this strategy will be properly implemented, this will be done by making sure that the lessons was 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. 32 AUTHENTIC Authentic Learning Task LEARNING TASK Attitudes and Academic Performance Figure 2. Conceptual Paradigm 33 Definition of Terms The terms used in this study are defined conceptually and operationally for better understanding of the study Authentic Learning Task 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. 46In this study it refers to the approach that will be used by the researcher in teaching the students. Moreover the researcher will determine the effectiveness of this approach in teaching the students. Performance level refers to an actual accomplishment as distinguished from potential ability, capacity and aptitudes DNHS Second-year students are the respondents of this study. Learning refers to the relatively permanent change of behavior or potential that occur due to experience and reinforce practice.47 In this study it refers to the change of previous ideas or development of new concepts or skills as a result of experience through authentic learning task Pretest as applied in this study refer to the 40 item test given to the students before the implementing the lesson using authentic learning tasks Posttest in this study refers to the 40 item test parallel to the pre-test that will be given to the students after implementing the lessons. 34 Notes 1“ Commitment to the Role of the teacher as Facilitator” retrieved January 30, 2007 from http://www. Onu.edu/ats/cte/knowledge/facilitator.shtml 2 Newmann. Secondary Education the Key Concepts. “Authentic Assessment: Reconstructing Schools for Intellectual Quality”. San Francisco: Jossey Bass.1996 3 Edwards R. 2001. “Meeting Individual Learner Needs, Power, Subject, Subjection”. In Paechter M, M.Preedy, P Scott and J, Joker (EDS) Knowledge Pioneer and Learning (SAGE) 4 Margie Martyn. “Clickers in the Classroom: An active Learning Approach”. EQ Volume 30 (2007) Number 2 available at http://www. Edu/EDUCAUSE+quartetly/EDUCAUSEQuarterly MagazineVolume/Clickers in the classroom Active/- Marilyn M. Lombardi. “Authentic Learning for the 21st Century: An overview”. ELI Paper 1:2007) 6 George Siemens. “Connectivism: A Learning Theory for Digital Age” available at www.constructivism.ca updated December 12, 2004) 7 Cynthia Frey. “Teaching and Learning MFL in the United Kingdom –Analysis of Traditional Versus Modern Resources” Available http://Ezine articles.com/?expert=Cynthia_Frey) 8 Ibid 9 Ann Carlson. “Authentic Learning: What Does it really Mean?”. Available 35 http://Ezinearticles.com/?expert=Ann_Carlson) 10 North Dakota Teaching and Technology Initiative. “Authentic Learning. Teaching with technology Initiative”. 2003 available http://www.ndtwt.org/blackboard/P2SST2/Authentic Learning. htm) 11 Atsusi Hirumi. “Student-Centered technology rich Learning Environment (SCenTRLE). Operationalizing Constructivist Approaches to Teaching and Learning”. Journal of Technology and Teacher Education. University of Houston. Clearlake USA. 2002 12 Penolope Eckert et al. “The School as a Community of Engaged Learners”. Journal of Education Vol.XVII, No.4, 2003 13” DepEd RBEC Does it Change Anything Posted in the Curriculum”. DEPED program, RBEC http://depedteacher.blogspot.com/2008/12/deped-rbecor-bec-curriculum-so-what-is.html 14 McTighe, Jay et. al. “Understanding by Design: a framework for Effective Curriculum Develoing and Assessment”. 2nd Edition, Asso for supervision and Curriculum development (Alexandria, V.A. ISBN:- CBE-Life sciences Education Vol. g 95-97, Summer 2007 15 Grant Wiggins and Jay Mctighe. “Reshaping High School. 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