Abstract:
This research probes teachers' perceptions on the application of authentic learning
in the Grade 6 Agriculture Technology topic in the Western Province of Sri Lanka.
The research problem that was addressed was the discrepancy between intended
objectives of integrating agriculture technology into junior secondary education
namely, enhancing practical skills, problem-solving, and real-life application and
current teaching practices used in the classroom. Though genuine learning is
acknowledged in general terms as an effective approach for vocational and
technology subjects, the key to its successful implementation rests primarily on
classroom practices and instructors' attitudes. The research objectives are to
examine teachers' conception and implementation of authentic learning in
agricultural technology courses, analyze the challenges teachers face, and explore
the implications of authentic learning. A qualitative research approach was
employed, making use of an interpretive research design for obtaining rich
understanding of teachers' lived experiences. Systematic sampling method was
used to select 140 agriculture teachers from IC, IAB, Type 1, and Type 2 schools,
which offered different socio-educational contexts. Data were collected using
focus group discussions, semi-structured interviews, and classroom observations.
Thematic analysis was used in order to establish dominant patterns and draw
conclusions. Three general themes were identified through the analysis: genuine
teaching-learning processes, genuine learning settings, and genuine assessment
strategies. The teachers emphasized bridging theory with practice agricultural
activities such as gardening, composting, and crop experimentation. While 72% of
the participants indicated positive attitudes towards authentic learning, underlining
its capacity to engage students and develop practical and critical thinking skills,
approximately 65% identified major barriers to implementation, including lack of
resources, lack of professional development, rigid curriculum structures, and time
constraints. The study argues that although teachers value the instructional
potential of authentic learning, there are problems to be addressed in order for it to
be successfully integrated into agriculture education. Policy and institutional
strategies such as teacher capacity building, better infrastructure, and curriculum
alignment are needed to expand authentic learning. The findings highlight the need
to align classroom practice with Sri Lanka’s 21st-century education vision.
