The Evidence-Informed Learning Cycle of Experiential Learning in the Core Subjects and its Relationship to Academic Performance of Grade 10 Students in Manila Ecclesiastical Province School Association (MaPSA), NCR

Ma. Teresa  H. Sandoval,

The Evidence-Informed Learning Cycle of Experiential Learning in the Core Subjects and its Relationship to Academic Performance of Grade 10 Students in Manila Ecclesiastical Province School Association (MaPSA), NCR

Discipline: Education

Abstract:

The aim of the study titled: The Evidence-Informed Experiential Learning Cycle in Building Knowledge and Skills in the Core Subjects and its Relationship to Student Academic Performance of Manila Ecclesiastical Province School Association (MAPSA) generally aims to review the evidence-informed experiential learning cycle as perceived by teacher-respondents teaching the core subjects: Math, Science and English in Grade 10 level of MAPSA) NCR. The primary objective of the study is to establish evidence of students’ ability to build knowledge and skills through DepEd’s learning competencies of the core subjects: Math, Science, and English in Grade 10 level. The basis of the study was the experiential learning theoretical model of David Kolb which advocates that the success of students’ learning depends on the four elements of the experiential learning cycles namely: concrete experience (doing), reflective observation (reflection), abstract conceptualization (thinking), and active experimentation (application). Quantitative in nature, the study employed statistical tools such as weighted mean and Spearman Rank Correlation. The findings of the study revealed that the elements of experiential learning is evident in the core subjects, with active experimentation and reflective observation as the most evident. Concrete experience and abstract conceptualization on the other hand, are the least evident. The study likewise suggested that the academic performance rating of students in the core subjects is very satisfactory. The study also revealed that experiential learning is not correlated with the students’ academic performance in the core subjects. As a result, the possibility of including experiential learning in the basic education curriculum can be considered, with the hope of providing effective teaching learning experience to both students and teachers.