EXPLORING TEACHERS’ PERCEPTIONS OF AUTHENTIC LEARNING IN GRADE 6 AGRICULTURE TECHNOLOGY MODULES IN SRI LANKA

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.