Experiential Learning Strategy: Its Effect on Science Performance of Grade VI Pupils at Ripang Elementary School

Abstract

This study aimed to determine the effect of the Experiential Learning Strategy (ELS) on the science performance of Grade 6 pupils at Ripang Elementary School during the School Year 2024–2025. Grounded in the K to 12 learner-centered and inquiry-based science curricula, the study addressed the ongoing challenge of poor science achievement among Filipino students, as reflected in the 2022 PISA results. Specifically, the study sought to answer the following research questions: (1) What is the pre-test performance in science of the control and experimental groups before the implementation of ELS? (2) What is the post-test performance of these groups after the intervention? (3) Is there a significant difference in post-test performance between the groups when gender is considered? Three null hypotheses were tested: (1) There is no significant difference in the pre-test performance between groups; (2) There is no significant difference in the post-test performance between the groups; and (3) There is no significant difference in the post-test performance when analyzed by gender. The study employed a two-group pre-test and post-test experimental design. The participants were 26 Grade 6 pupils, divided equally into control and experimental groups through total enumeration. The control group received traditional instruction, while the experimental group was taught using ELS. A standardized 40-item multiple-choice test, aligned with PROJECT SMART for Science 6, was used to measure performance before and after the intervention. The results revealed that both groups performed poorly in the pre-test. However, in the post-test, the experimental group achieved a significantly higher mean score (M=32, "Good") compared to the control group (M=30, "Fair"). A t-test showed a statistically significant difference in favor of the experimental group (p = 0.040), leading to the rejection of the null hypothesis. Gender-based analysis showed that ELS improved science performance for both male and female students, suggesting no gender bias in its effectiveness. In conclusion, the Experiential Learning Strategy significantly enhanced the science performance of Grade 6 pupils at Ripang Elementary School. It promoted active engagement, deeper understanding, and equitable academic outcomes. It is therefore recommended that science teachers integrate experiential learning approaches in their instruction to foster more meaningful, inclusive, and effective learning experiences in science education.