Effects of Experiential Learning Approach on the Academic Performance in Science of Grade Five Pupils

Abstract

This study determined the effects of the experiential learning approach on the academic performance in Science of Grade Five pupils in public elementary schools in District I-A, City Schools Division of Antipolo, during the School Year 2025–2026. Specifically, it examined the extent of experiential learning in terms of instructional motivation, concrete experiences, critical and creative thinking, and skills development, as well as its relationship with pupils' academic performance. The study employed a descriptive survey research design and documentary analysis. The respondents consisted of the total population of 81 Science teachers from Bagong Nayon I Elementary School, Dela Paz Elementary School, and Sta. Cruz Elementary School. A researcher-made questionnaire-checklist was utilized to gather data on teachers’ perceptions, while the average Science grades of 358 Grade Five pupils served as the basis for determining academic performance. Statistical treatments included frequency, percentage, weighted mean, t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation coefficient. Findings revealed that most teacher-respondents were 31 years old and above, female, married, held Teacher I–III positions, had more than ten years of teaching experience, were pursuing graduate studies, and had attended division to international-level trainings. Teachers perceived experiential learning as having a high effect on pupils' performance in Science across instructional motivation, concrete experiences, critical and creative thinking, and skills development. Significant differences in perceptions were found when grouped according to age, educational attainment, length of service, and in-service trainings attended, while no significant differences existed in terms of sex, civil status, and position title. Documentary analysis showed that the Grade Five pupils attained a very satisfactory level of academic performance in Science. Moreover, a significant positive relationship existed between the perceived effects of experiential learning and pupils' academic performance. The study concluded that experiential learning significantly enhances Science achievement and recommended continuous teacher professional development, consistent integration of experiential learning strategies in Science instruction, implementation of the proposed action plan, and the conduct of similar studies involving other variables and educational contexts