Enhancing English Language Learning through Experiential Pedagogy: A Comparative Study of Traditional and Experiential Teaching Practices in Secondary Classrooms
Published 2026-02-15
Keywords
- Experiential Learning, English Pedagogy, Student Engagement, Constructivism, contextualise, generalisability, randomisation, Comparative Study
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This study investigates the impact of experiential learning strategies on student achievement, engagement, and language proficiency in English classrooms at the secondary level. Conducted over an eight-week period at KenBridge School, the research adopts a quasi-experimental design involving 230 students from Classes VIII to X, divided into control (traditional pedagogy) and experimental (experiential learning) groups. Data collection tools included pre- and post-assessments, structured observation schedules, and student perception surveys.
The intervention incorporated real-life learning experiences such as a field visit to a fire station and student-led seminars, systematically aligned with the experiential learning cycle proposed by David Kolb. The findings reveal a statistically significant improvement in academic performance (+27%), engagement, and confidence among students exposed to experiential methods compared to the control group (+9%). The study reinforces the pedagogical vision of the National Education Policy 2020 and advocates for a shift towards learner-centered, activity-based English classrooms.