Kolb’s Experiential Teaching Approach (KETA): Effects On Grade 8 Students’ Academic Performance And Motivation In Chemistry

Abstract

This study aimed to investigate the effects of Kolb’s Experiential Teaching Approach (KETA) on Grade 8 students’ academic performance and motivation in Chemistry. It employed quasi-experimental design. The participants were two intact sections of Grade 8 students of MSU-LNCAT. The findings revealed that the difference in the control and experimental groups’ academic performance test mean scores after the intervention was significant. In addition, there was a significant difference between the control and experimental groups’ motivation after the intervention. All of the students in both groups had demonstrated less academic performance and low motivation in Chemistry prior to the intervention. However, after the intervention, most of the experimental group improved their academic performance and motivation in Chemistry, while only a few in the control group did. Furthermore, the experimental group of students perceived that KETA enhances learning and understanding, fosters motivation and engagement, builds a supportive learning environment, promotes hands-on and interactive learning, and recognizes challenges in learning. This ascertains that the experimental group of students' academic performance and motivation in Chemistry were found to be enhanced by the Kolb's Experiential Teaching Approach (KETA). Hence, school administrators, curriculum developers, and teachers should incorporate KETA into their practice tests in educational and training contexts.