Authentic Teaching Strategy and Learning Outcomes of Undergraduate Adult Education Students in a Public University in Ogun State, Nigeria

Özet

Poor teaching strategies has been linked to poor learning outcomes of undergraduate adult education programs and poor-quality graduates for
the Nigerian society. Therefore, this study examined the relationship between authentic teaching strategy and learning outcomes of undergraduate
adult education students in a public university in Nigeria. Using descriptive survey design, one hundred and twenty participants were selected
using purposive and simple random sampling methods. A modified ‘‘Authentic Teaching and Learning Outcomes of Adult Education Questionnaire’’
(ATLOAEQ) with Cronbach Alpha test of internal consistency of 0.86 was administered for data collection. Data were analyzed using descriptive
statistics including frequency counts, percentages and inferential statistics i.e., multiple correlation matrix at 0.05 level of significance. Correlation
analysis showed that authentic teaching strategy has significant positive relationship with subject/content knowledge (r.872), knowledge of real-life
situation (r.998), participatory group strategy (r. 988), communication skills for real world audience (r.975). Based on this, all the three null hypotheses
tested at 0.05 level of significant were rejected. It is recommended that the Nigeria government and international donor agencies should direct more
funds towards the improvement in university undergraduate adult education teaching, learning outcomes and service delivery for better curriculum
implementation.
Keywords: Authentic, Teaching, Learning, Outcomes, Adult Education