Conceptualization and development of validated authentic learning environment scale in mathematics

Learner-oriented instances reflecting real-world situations mainly authentic learning contexts are necessary for realistic mathematics. The study aimed at conceptualizing authenticity of learning and establishing a scale to evaluate authenticity of learning by students and investigating underlying structures. Researchers employed an exploratory mixed-methods design. Comprehensive conceptualization was made with the aid of extensive literature reviews. Thorough literature review was made and the researchers investigated ten dimensions using content analysis. After developing the instrument, checks were made for content validity, linguistic clarity, and assumptions; the scale’s alpha coefficient was high. Ten dimensions with the proposed names were identified with the use of exploratory factor analysis. Majority of the items were grouped along the predicted dimensions. Some of the items were regrouped to new dimensions and one item was dropped. The researchers conducted a confirmatory factor analysis to test the model by collecting data from another sample of the same population. Based on the fit indices the model was accepted implying stability. The current findings can contribute for policymakers, administrators, parents, researchers, and teachers to clarifying the concept authentic learning environment and designing and evaluating learning environment in mathematics.