THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFORMANCES AND RETENTION POWER

Abstract

In-practice traditional lecture, discussion and assignments based
pedagogical practices play its role in students’ learning and retention
power. The current study intends to investigate whether authentic
pedagogical practices are more effective in terms of enhancing students’
educational performances and retention power or the traditional
pedagogical practices. Therefore, this study focused on investigating the
effects of authentic and traditional pedagogical practices on students’
educational performances and retention power at secondary level. The
objective was to measure the effects of authentic and traditional
pedagogical practices on students’ educational performances and
retention power. A pre-test post-test comparative group design was
adopted to conduct the study. The students of experimental group were
exposed to authentic pedagogical practices while the control group was
treated on traditional routine pedagogical practices. Data from the
experimental and control group were collected through a self-developed
test. Thrice was the test administered to both groups, the collected data
were analyzed through Mean, Standard Deviation and independent
sample t-test. Results of the study concludes that students of experimental
group performed higher on the post-test than the students of control
group, the performance of experimental group was also better as compared to the control group on the test of retention power. Keeping in
view the results that data yielded, it was recommended that teachers at
secondary level may follow authentic pedagogical practices as compared
to other traditional ones. Based on the findings of the study relevant and
applicable recommendations were made.