The Effects Of Authentic Learning Activities On Achievements And Attitude Towards Natural Science Among Grade 7 Learners In Khomas And Omusati Educational Regions

ABSTRACT

Teaching and learning Natural Science for conceptual understanding requires appropriate and effective teaching approaches and inquiry-based learning activities. The problem of teaching and learning Natural Science for deeper understanding is global and Namibia is not an exception. The Ministry of Education, Arts and Culture’s reports on the National Standardised Achievement Tests (SATs) results of Grade 7 Natural Science showed that learners scored under basic achievement category over the past years. These poor SATs results might affect learners’ academic achievements and attitude towards science subjects. It is therefore a concern that many teachers seem to teach Natural Science excluding authentic learning activities in their teachings. Therefore, this study investigated the effects of authentic learning activities on achievements and attitude towards Natural Science among Grade 7 learners in Khomas and Omusati educational regions. The study was a mixed research approach which used a case study and quasiexperimental designs. Data were analysed using SPSS and thematic data analysis. Eight schools and 221 learners participated. Schools and learners were randomly selected and assigned into experimental and control groups. The experimental group had 124 learners and 97 were in the control group. Experimental groups received authentic learning activities and control groups received traditional lectures. The pre-test and post-test were used. The experimental group’s mean scores on the pre-test and post-test were 18.91 and 31.72 respectively, while the control group had 17.28 and 23.07. This indicated a significant difference in the performance of the experimental group at 0.05 significant level and proved that authentic learning activities improve learners’ achievements in Natural Science. The STAQ-R was given to learners in the experimental group to establish whether authentic learning activities influence their attitude towards Natural Science. Respondents indicated that the self-directed effort factor among others, attracted them to Natural Science and positively influenced their attitude towards the subject.