Experiential learning activities in Science education: Perspectives of Grade 3 teachers and school heads in public elementary schools

Abstract

This study determined the implementation and perceived effectiveness of experiential learning activities in Science education among Grade 3 teachers and school heads in public elementary schools of San Antonio District. Specifically, it described the respondents’ profile, determined the extent of implementation of experiential learning activities, assessed their perceived effectiveness in enhancing science learning, identified challenges encountered in their implementation, and examined the significant relationship between the perceptions of Grade 3 teachers and school heads. The study employed a descriptive-survey research design involving 43 respondents composed of Grade 3 teachers and school heads. A researcher-made questionnaire was used to gather data, while frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient were employed in the statistical analysis. Findings revealed that experiential learning activities were implemented to a “Very Great Extent,” with grand average weighted means of 4.27 for female and 4.36 for male respondents. Experiential learning was likewise perceived as “Effective” in enhancing science learning, obtaining grand average weighted means of 4.16 and 4.03, respectively. Scientific inquiry skills emerged as the highest-rated dimension of perceived effectiveness for both groups. However, respondents encountered “Serious” challenges, particularly in classroom management, limited classroom space, teacher preparation, learner assessment, and parental support. Pearson correlation analysis yielded r = −0.092 and p = .632, indicating no significant relationship between the perceptions of Grade 3 teachers and school heads. The study concludes that experiential learning is extensively implemented and perceived as effective despite persistent implementation challenges. Continuous professional development, instructional support, appropriate resources, and stronger school-community partnerships are recommended to strengthen experiential Science instruction.