Authentic Learning – Does It Improve Pass Rates and Student Satisfaction?

Abstract

Learning by doing is thought to be one of the most effective ways to learn (Lombardi, 2007). This article explores the findings of a small scale study on one module about whether pass rates and student satisfaction can be improved by introducing authentic learning methods into the classroom by changing the teaching and assessment methods used on a Masters in Business Administration (MBA) module (Accounting and Finance for Decision Making). The pass rates pre and post the changes were monitored and also the student satisfaction scores. Comparisons were made between the results three semesters prior and three semesters post the changes, reviewing quantitative and qualitative data from 180 students. Leeds Beckett University has undertaken reviews of its undergraduate and postgraduate curricula and one of the key messages underlying university education at the Business School is that it needs to enhance employability. Therefore the consideration of using ‘authentic learning’ methods wherever appropriate would appear to fit in well with this strategy. The findings suggest that the introduction of authentic learning techniques make student learning from this sample more effective in terms of better pass rates and also that the students enjoy the learning experience more. The findings therefore bode well for the further use of authentic learning techniques in future teaching and learning activities and also support current literature in this area. The module continues to use the changes introduced and has experienced much higher pass rates and student satisfaction as a result.

Authentic Learning: Enhancing Learners’ Academic Literacy Skills

“…This was attributed to how assessment in higher education in South Africa is based on traditional examination (Bozalek et al, 2013). Simpson (2016) measured the success rate of students after introducing authentic learning methods into the course of Masters in Business Administration students. The result showed that there was improvement in the pass rate of students and the students expressed great satisfaction in the method of learning.…”

The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem

“…Third hypothesis, the results of the calculations continued by using Tuckey test against a group of students who have low self-esteem who studied with authentic methods and groups of students who studied with expository method (A1B2 banding A2B2) is obtained Q calculate = 3,57 is greater than Q table = 2.80 at the level of significance α = 0.05. This means that the ability to interpret religious poems in groups of students with low self-esteem who studied with authentic methods is better than the group of students studied with the expository method (Simpson, 2016). Finally, the fourth hypothesis: the result of calculation of variance analysis of two paths between columns obtained result F calculate = 34.17 is greater than F table = 4.08 at the level of significance α = 0.05 and F table = 7.31 at the level of significance α = 0.01.…”

“…According to Jamarah, authentic learning method means a learning method that uses real-world problems and projects and which allows students to explore and discuss these issues in ways that are relevant to them. Authentic learning method is a learning method that allows students to explore, discuss and construct meaningfully concepts and relationships, involving real problems and projects relevant to students (Rule, 2006;Yoon, 2014;Simpson, 2016). The term 'authentic' means original, authentic, and real (Jamarah, 2002).…”

Learners’ and Their Teacher’s Experiences of an Authentic Online Assessment Test in the Understanding of Basic Accounting Content Knowledge

“…The context needs to be all embracing, to provide the purpose and motivation for learning (Herrington & Kervin, 2007). Accordingly, authentic learning requires students to complete tasks that would be carried out in the real-world workplace and it means that theoretical knowledge or concepts are applied to scenarios which are akin to those found in reality (Simpson, 2016) using technologies as cognitive tools. Cognitive tools mean "technologies, tangible or intangible, that enhance the cognitive powers of human beings during thinking, problem solving, and learning" (Jonassen & Reeves, 1996, p. 693).…”