The challenge posed by today’s educational system empowers teachers to create a learning environment that is highly interactive, engaging, and digitally exploratory to produce globally competitive and skillfully sound learners. In senior high school science classes, authentic assessment such as but not limited to laboratory activities is encouraged. This is governed by the Theory of Constructivism and Discovery-Based Learning which allow learners to relate past experiences to their present discoveries and observations and form meanings that will answer their questions. Nineteen respondents have purposively chosen to participate in the study from the government secondary school in Maasin City. Introducing the Open-ended Laboratory as an authentic teaching approach in learning topics in senior high Biology. Upon using the approach, results show a significant increase in the test results after pre-test and post-test scores were subjected to paired t-test. This result supports the claim that open-ended activities are efficient tools in improving the academic achievement of learners. Open-ended laboratory as an innovative teaching-learning approach does not only allow learners to be creative and personal about their ways of discovering things, it also endlessly opens their opportunities to fun and exciting collaborations.
Bolong, N., Makinda, J., & Saad, I. (2014). Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah. International Journal of Educational and Pedagogical Sciences, 8(8), 2562-2566.
Chin, C., & Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in science education, 44(1), 1-39. DOI: https://doi.org/10.1080/03057260701828101
de Ramos-Samala, H. (2018). Spiral progression approach in teaching Science: A case study. KnE Social Sciences, 555-567. DOI: 10.18502/kss.v3i6.2404
Gbollie, C., & Keamu, H. P. (2017). Student academic performance: The role of motivation, strategies, and perceived factors hindering Liberian junior and senior high school students learning. Education Research International, 2017. DOI: https://doi.org/10.1155/2017/1789084
Haron, Z., Mohammad, S., Sam, A., Mustaffar, M., & Yatim,. M. (2013). The implementation of an open-ended experiment in the civil engineering library. Procedia- Social and Behavioral Sciences, 102, 548-559. DOI: https://doi.org/10.1016/j.sbspro.2013.10.771
Hong, T., Cabrera, J., & Beaudoin, C. E. (2020). The role of enjoyment in a serious game for binge drinking prevention: pretest-posttest quasi-experimental study. Journal of medical internet research, 22(11), e21652.
Jumaat, N. F., Tasir, Z., Halim, N. D. A., & Ashari, Z. M. (2017). Project-based learning from constructivism point of view. Advanced Science Letters, 23(8), 7904-7906.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. DOI: https://doi.org/10.1080/02602938.2017.1412396
Wilcox, B. R. , & Lewandowski, H. J. (2016). Open-ended versus guided laboratory activities: Impact on students' beliefs about experimental physics. Physical Review Physics Education Research, 12, 020132-1- 020132-8. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.12.020132
Wilcox, B., & Lewandowski, H.J. (2016). Open-ended versus guided laboratory activities:Impact on students’ beliefs about experimental physics. PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH, 12(2), 2469-9896. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.12.020132