Examining practices and challenges of authentic learning in Mathematics lessons in upper primary schools

Abstract

The study aimed at examining the practice of employing authentic instruction and identifying predictors in upper primary mathematics lessons in Bahir Dar Special Administrative Zone, Amhara National Regional State, Ethiopia. The study employed a mixed-methods exploratory sequential design. Data were collected through observation, interviews, and questionnaires from upper primary school mathematics teachers. The authentic learning questionnaire was pilot tested, and the internal consistency was found to be.766. Qualitative data from interviews and observations were analyzed using content analysis while quantitative data from observations were analyzed using a one-sample t-test; on the other hand, quantitative data from questionnaires were analyzed using a one-sample t-test and hierarchical multiple regression. The results revealed that there was lack of effort to practice authentic instruction; the instruction did not situate learning in a real-life setting. The dimension level analyses showed that all ten dimensions of the authentic instructional model were poorly practiced. The findings also revealed that among several challenges, four factors appeared to be significant predictors: lack of understanding and skills in authentic learning, less suitability of mathematics curriculum, inflexible and short schedule and period, and large class size. The researchers recommended that responsible government bodies and teacher training institutions exert greater effort to change the situation. Training should be given for teachers to improve their understanding and skills, and the curriculum should be suited for authentic learning.