Authentic learning in teaching Economics

• Main Authors: Rochelle S. Serbo, Inero V. Ancho
• Format: Article
• Language: English
• Published: Universiti Pendidikan Sultan Idris 2019-06-01
• Series: Journal of Research, Policy & Practice of Teachers & Teacher Education
• Online Access: https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/1146/1640

Economicsshouldimparttrainingintheprinciplesofeconomics,itsapplicationtodifferent lifesituationsandfinallyto helpthestudentinunderstandingthebasicsofnationaleconomic environment because it will affect their lives as well. Authentic learning when applied in teaching Economics can make a difference on how the students view it as a subject. As learnersinEconomicsclassroomsdevelop21st-centuryskillsorcompetenciestolivewell in today’s fast-paced society, they need opportunities to see themselves and their learning in a larger authentic context. Primarily, this study aimed to identify the authentic learning strategies and assessment used by Grade 9 Economics teachers. Specifically, this study soughttoanswerthefollowingquestions:1.Whatarethelessauthenticandmoreauthentic learningstrategiesofGrade9Economicsteachers?;2.Whataretheauthenticassessments being utilized by the Grade 9 Economics teachers? 3. Based on the findings of the study, what authentic learning teacher’s guide for Economics can be developed and proposed? This qualitative-descriptive study aimed to identify the authentic instructional strategies andassessmentofGrade9Economicsteachers.Atotaloftwenty(20)Grade9Economics teachersfromSanJosedelMonte,BulacanandQuezonCityinthePhilippinesparticipated in the research. In the end, a proposed teaching guide was developed which includedauthentic strategy and assessment based on the data gathered from the respondents. This guide contained suggested strategies, assessment and activities for each learning competency per quarter of the schoolyear.