Learning-by-doing is generally considered the most effective way to learn. A variety of resources and emerging visualization and simulation make it possible to offer students authentic learning experiences through cognitive application ranging from experimentation to real world problem solving.
This paper assessed the preference for cognitive application as an approach for authentic learning of the students of College Arts and Sciences in Batangas State University. More specifically, the study aimed to describe the profile of the students in terms of age, sex, course, and to determine the authentic learning experiences as to authenticity, engagement and learning motivation as determinants for the responsiveness of the students. Descriptive type of research was utilized in the study.
The results showed favorable responses that applied cognition through authentic learning is more preferred and have a greater impact in learning. It also revealed more inclination of the students from older year levels in applied cognitive methods for gaining authentic learning, given that they are getting ready to transverse the path in their career lives. In terms of sex profile, female respondents tend to be more affiliated with the psychomotor domain showing a little difference with the response of male participants. Female respondents are motivated further to devote more efforts to real professional practice. Respondents from BS Development Communication used their active orientation to relate with customized strategies in order to know the applications necessary for their course education. However, BS Psychology students gave emphasis on the theoretical and abstract education as shown in the lower mean results. In order to have an effective education setting, an authentic learning environment requires students to reflect upon a broad base of knowledge to solve problems, and to predict, hypothesize, and experiment to produce a solution.