Conceptual Understanding and Engagement in Experiential Learning: Basis for a Science Intervention Program

This study examined the effectiveness of experiential learning strategies in improving the conceptual understanding and engagement of Grade 9 science students, serving as the basis for developing a structured Science Intervention Program. Conducted at San Pascual National High School in San Pascual, Masbate during the School Year 2025–2026, the research employed a mixed-method sequential explanatory design using a one-group pretest–posttest approach involving 189 Grade 9 students. The intervention integrated hands-on experiments, inquiry-based activities, collaborative tasks, and real-world applications focusing on selected physics topics such as projectile motion, momentum and impulse, and work. Data were collected using a teacher-made conceptual understanding test and the Experiential Learning Engagement Scale (ELES), while qualitative insights were obtained through interviews and reflective responses. Results revealed a substantial improvement in students’ conceptual understanding, with the pretest mean score of 6.48 increasing to a posttest mean of 15.32, yielding a mean gain of 8.84 points. The paired sample t-test indicated a statistically significant difference between pretest and posttest scores (t = -34.4011, p < 0.05), confirming the effectiveness of experiential learning strategies. Additionally, the Pearson correlation analysis revealed a significant positive relationship between students’ engagement and their posttest performance, indicating that higher engagement contributed to better conceptual understanding. The computed Cohen’s d value of 3.54 indicated a large effect size, demonstrating the strong educational impact of the intervention. The findings further showed that students were generally moderately engaged across cognitive, behavioral, emotional, and collaborative dimensions during the experiential activities. Based on these results, a structured Science Intervention Program integrating inquiry-based experiments, reflective learning tasks, collaborative problem-solving activities, and contextualized applications was developed to enhance science instruction. The study recommends the integration of experiential learning strategies in the secondary science curriculum, strengthened teacher training on active learning approaches, and further research to validate and expand the intervention program across different educational contexts.