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Leach, J. (2005) Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students’ Learning. In: Pinto, R. and Couso, D., Eds., Contributions from Science Education Research, Springer-Verlag, Dordrecht, 39-57.
https://doi.org/10.1007/978-1-4020-5032-9_4

has been cited by the following article:

• TITLE: Linking Real-Life Situations with Classroom Assessment: Development of Real-Life Performance-Based Tasks in Business Mathematics

  AUTHORS: Sheena Mai A. Galman, Jennalyn C. Del Rosario

  KEYWORDS: ADDIE Model, Real-Life Performance-Based Tasks, Instructional Plans, Business Mathematics

  JOURNAL NAME: Journal of Applied Mathematics and Physics, Vol.9 No.3, March 31, 2021

  ABSTRACT: This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study developed RLPBTS with mathematics experts, mathematics department head, bank manager, mathematics teachers, and students as respondents. The RLPBTs consist of instructional plans. Each instructional plan has these components: Introduction, Learning Competency, Learning Outcome, Task Execution, Scoring Guide, and Generalization. The design and content of the instructional plans were assessed as very good. On the other hand, the design and execution of the Tasks were assessed as favorable. Grade 11 students also agreed that real-life performance-based tasks helped them understand better concepts in business mathematics. They claimed that they enjoyed the tasks because of the inclusion of real-life situations that they simulated. The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics.