Authentic Learning Activity (ALA) on the Application of Quadratic Equation for Grade 9 Learners

Ralph Emmanuel P. Rollorata, Alexis Micheal B. Oledan, Sotero O. Malayao, Joan Rose T. Lui and Douglas A. Salazar
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Ralph Emmanuel P. Rollorata: Department of Science and Mathematics Education, Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines – 9200
Alexis Micheal B. Oledan: Department of Science and Mathematics Education, Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines – 9200
Sotero O. Malayao: Department of Science and Mathematics Education, Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines – 9200
Joan Rose T. Lui: Department of Science and Mathematics Education, Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines – 9200
Douglas A. Salazar: Department of Science and Mathematics Education, Mindanao State University – Iligan Institute of Technology, Iligan City, Philippines – 9200

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 278-290

Abstract: Authentic learning has gained global recognition and is considered vital in the teaching and learning process in modern education. This approach emphasizes the practical application of knowledge and skills, bridging the gap between theory and real-world practice. It is a student-centered approach in which learners engage in authentic activities that allow them to demonstrate knowledge and skills similar to those used by professionals in their respective fields of expertise. Moreover, authentic learning activities entail tasks that emphasize real-life problems, which go beyond memorization. Despite its benefits, research on authentic learning activities remains limited, particularly in teaching Algebra in the Philippines. To address this gap, this study aims to develop and validate an authentic learning activity for Grade 9 learners using the ADDIE Instructional Design Model. In this study, the authentic learning activity consisted of a series of interrelated activities that helped students connect quadratic equations to the real world. It employed a one-group pretest-posttest design with 25 Grade 9 learners in one of the public high schools in the Division of Misamis Occidental. An achievement test was used to measure learners’ achievement levels. The results showed that 56 percent of the learners demonstrated an improvement in their achievement levels, while 44 percent of the learners maintained the same achievement level after the implementation of the activity. In addition, there is a significant difference between the learners’ pretest scores and posttest scores at p

Date: 2025
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