Enhancing Science Learning Through Hands-On Activities: A Study on Student Engagement and Performance
DOI:
https://doi.org/10.65339/ijsis.V1.I4.280Keywords:
Academic Performance, Experiential Learning, Grade 10 Students, Science Education, Student Engagement, Student PerceptionsAbstract
This study examined the influence of hands-on activities on science performance, student engagement, and learning perceptions among Grade 10 students at PaiMA National High School during the academic year 2024–2025. Using a quantitative, one-group pretest-posttest design and purposive sampling, the research reported 30 students with complete achievement assessments and 31 respondents to the engagement questionnaire. Data were gathered through a researcher-developed, content-validated 30-item science achievement test aligned with the Most Essential Learning Competencies and an adapted 20-item student engagement questionnaire. Descriptive statistics summarized achievement and engagement, while a paired-sample t-test evaluated differences between pretest and posttest achievement scores. Mean achievement increased from 11.27 to 23.47, yielding a gain of 12.20 points. The difference was statistically significant, t(29) = −11.49, p < .001. Students reported high emotional engagement (M = 4.15), behavioral engagement (M = 4.12), positive learning perceptions (M = 4.10), and cognitive engagement (M = 4.07). These findings indicate improved science achievement following hands-on instruction and generally favorable engagement. However, the study did not establish a statistical relationship between engagement and achievement, and its single-group design does not support definitive causal conclusions. The study recommends structured experiments, collaborative activities, inquiry-based instruction, and differentiated support for learners. Its small, purposively selected sample and single-school setting limit generalizability. Aligned with Sustainable Development Goal 4, the findings offer classroom-based evidence for improving student-centered science teaching and encourage further studies using comparison groups, larger samples, and longer assessment periods to examine sustained learning outcomes and understand variations in students’ experiences across instructional contexts.
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