World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.55-61
CRIS JOVEN P. ARELLANO
Teacher VI, San Pascual National High School
ABSTRACT
This study explored the effectiveness of experiential learning strategies in enhancing the conceptual understanding of Grade 9 science students and aimed to develop a science intervention program grounded in active, student-centered learning. Conducted at San Pascual National High School during the School Year 2024–2025, the research employed a pre-experimental one-group pretest-posttest design involving 40 student participants. The intervention incorporated hands-on experiments, real-world applications, and collaborative activities focused on selected physics topics such as projectile motion, momentum and impulse, and work. Data were gathered through a teacher-made conceptual understanding test and a validated experiential learning engagement scale. Results revealed a significant improvement in students’ posttest scores (M = 18.62) compared to their pretest performance (M = 7.20), supported by a paired t-test (t = -25.72, p < 0.00001). The Pearson correlation coefficient (r = 0.50, p = 0.0009) indicated a moderate positive relationship between student engagement and conceptual understanding. A Cohen’s d value of 5.76 confirmed a very large effect size, highlighting the strong impact of the intervention. The study concluded that experiential learning significantly enhances conceptual understanding and student engagement. Based on these findings, a structured and competency-based science intervention program was developed to guide teachers in implementing experiential strategies more effectively in secondary science instruction. The study recommends the integration of experiential methods into the science curriculum, enhanced teacher training, resource allocation, and further longitudinal research to scale and sustain this approach.
Keywords: Experiential Learning, Conceptual Understanding, Science Education, Intervention Program, Student Engagement, Physics Instruction, Cohen’s d, Philippine Curriculum
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