IMPACT OF AUTHENTIC LEARNING ON MATHEMATICAL ENGAGEMENT OF STUDENTS AT THE BASIC LEVEL IN SCIENCE AND TECHNICAL SCHOOLS IN KANO STATE

In mathematics, authentic learning can take various forms, including project-based learning, problem-solving tasks that mirror real-life scenarios, and the use of technology and simulations to bring abstract concepts to life. Unlike in the conventional learning method where students assume a passive role, with the teacher acting as the reservoir of knowledge, authentic learning adopts a constructivist approach, viewing learning as an active process (Tsulaia, 2023). In this model, teachers create opportunities for students to build their own knowledge through self-directed inquiry, problem-solving, critical thinking, and reflections within real-world contexts. This process is significantly shaped by students' prior knowledge and experiences, as well as the characteristics of the learning environment, including values, expectations, rewards, and sanctions. Education becomes more student-centered, moving away from rote memorization in abstract settings to engaging experiences where students apply information in realistic and meaningful ways. Kano state, a major economic and educational hub in Nigeria, established the Science and Technical Schools Board (STSB) in 1977 with the primary goal of preparing qualified secondary school students for admission into tertiary institutions to pursue science and engineering courses. The board currently has 38 science and 32 technical colleges under its care. Admission into the board’s schools and colleges is merit based, with only the best of students offered slots after passing a rigorous entrance examination. The STSB has a long and proud history of producing exceptional students who achieve top rankings in WAEC/NECO and UTME exams, both within the state and nationwide. Kano’s science and technical schools serve a significant number of students who are future professionals in various technical and scientific fields. Thus, improving mathematics engagement in these schools could have a substantial impact on the students' academic trajectories and career prospects. These schools provide an ideal setting to explore the impact of authentic learning on student engagement in mathematics. By focusing on basic level education, this study aims to address engagement issues at an early stage, which is crucial for fostering long-term interest and proficiency in mathematics.