Abstract:
The effectiveness of adopting authentic instruction and assessment methods
in the teaching and learning process of mathematics in junior secondary level
in schools are explored. Two comparable groups of students from grade l0
classes to follow conventional method and authentic methods are selected
and the results are significantly favoring the authentic instructional and
assessment methods in students' achievements. The differences were
significant at p=0.01 in the achievement of higher order thinking skills.
Similarly the three learning outcomes subjected to the study of two
comparable groups were also significantly different at p=0.05. The study
revealed that, the authentic instruction and assessments bring a positive
effect on higher order thinking abilities. Authentic approach provides
opportunities to the students to develop the 21't century skills beside the
mathematical knowledge and skills.
