The Effectiveness of Science Learning with Authentic Approaches in Primary School

Abstract

This study examined the effect of an authentic learning approach on academic achievement, attitudes toward life science, and retention in a primary school life science course. The study employed a quasi-experimental design and involved third-grade students from a primary school in Amasya during the 2021–2022 academic year. The study sample comprised 40 students, 20 in the experimental group and 20 in the control group. Data were collected using two instruments: the “Journey to the World of Living Beings Academic Achievement Test”, which was developed by the researchers, and Akınoğlu’s (2001) “Attitude Scale Toward Science”. Data analysis was conducted using SPSS 25, employing descriptive statistics, t-tests, and repeated-measures ANOVA. The post-test results indicated that there was no statistically significant difference in academic achievement between the experimental and control groups after six weeks of authentic learning activities. However, the experimental group showed statistically significant improvements from the pre-test to the post-test, outperforming the control group on retention scores. By the end of the intervention, the experimental group had demonstrated significantly more positive attitudes towards science. The experimental group also showed greater retention of positive attitudes toward science. In contrast, both achievement and attitude scores in the control group declined on the retention test. Authentic learning improves attitudes towards science and success in third-grade science classes.