Effectiveness of Experiential Learning on Achievement in Social Science among Secondary School Students

Abstract

The National Education Policy of 2020 endorses experiential learning as an innovative pedagogical strategy with the aim of cultivating desired competencies across various curricular areas at all the stages of schooling. Therefore, the study explored the effectiveness of experiential learning strategies on students' achievement in social science and their reactions to these strategies. Quasi-experimental design was employed using a non- randomized pre-test post-test control group design. A sample of 60 Grade IX students—30 in the experimental group and 30 in the control group—was drawn from a school in the Giridih District of Jharkhand. In the experimental group, students participated in experiential learning activities—such as nature walks, role-plays, group presentations, and hands‑on practical tasks—each accompanied by ample opportunities for reflection, whereas, the control group was taught by using conventional teaching methods. Data was collected using an achievement test and a reaction scale. Findings indicate that the experimental group showed significant improvement in achievement in social science compared to the control group. Additionally, students expressed positive reactions towards the experiential learning activities. The study suggest that experiential learning can be an effective pedagogical approach for enhancing students' achievement in social science. It underscores the importance of incorporating such strategies into school curricula to cultivate a more interactive and engaging social science learning environment. The study recommends integrating experiential learning strategies into social science curricula, pre-service and in-service teacher education programmes to enhance pedagogical effectiveness and student engagement.