Differences of high-school sophomores’ performance when solving non-authentic tasks and their authentic versions
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Abstract
This study focuses on students´ performance when solving a set of non-authentic tasks and their authentic versions. Through a quantitative survey-type study, four non-authentic tasks and their authentic versions were implemented in a group of 26 high-school sophomores obtained by a simple random sampling. The results indicated a better performance in solving the authentic tasks than in the non-authentic ones. It is confirmed that students can better solve these tasks, even when a slight change is made in their writing
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