Impact of experiential learning on student engagement in high school biology classes

Thesis Abstract

The decline in student engagement within high school biology classes poses a significant challenge to fostering scientific literacy and interest in STEM disciplines, necessitating innovative pedagogical approaches to enhance learning outcomes. This study investigates the impact of experiential learning strategies on student engagement in high school biology, with the aim of providing empirical evidence to inform curriculum development and instructional practices. Specifically, the objectives are to assess the level of student engagement in classes employing experiential learning, determine the correlation between experiential techniques and engagement metrics, and explore students’ perceptions of experiential activities in biology education. Using a mixed-methods research design, the study combines quantitative and qualitative approaches to yield comprehensive insights. The quantitative component adopts a quasi-experimental pretest-posttest control group design involving a sample of 300 students from six public high schools within a metropolitan district. Schools are randomly assigned to an experimental group, which receives a curriculum integrated with experiential learning activities such as laboratory experiments, outdoor field trips, and inquiry-based projects, and a control group that continues with traditional lecture-based instruction. Data collection instruments include standardized engagement questionnaires adapted from the Student Engagement Instrument (SEI), classroom observation checklists, and test scores assessing biology comprehension. Validity and reliability are ensured through pilot testing, expert reviews, and Cronbach’s alpha analyses, respectively. The qualitative dimension involves semi-structured interviews with 30 students and 12 biology teachers to explore perceptions and subjective experiences related to experiential learning. Thematic analysis is employed to analyze interview transcripts, allowing for deep exploration of contextual factors influencing engagement. Quantitative data are analyzed using descriptive statistics, independent samples t-tests to compare engagement levels between groups, and multiple regression analysis to determine the predictive power of experiential activities on engagement. Additionally, repeated measures ANOVA assesses changes over time within groups. It is anticipated that the findings will demonstrate a statistically significant increase in student engagement scores among students exposed to experiential learning, compared to those in traditional settings. The study expects to reveal positive correlations between the use of hands-on activities, outdoor learning opportunities, and enhanced behavioral, emotional, and cognitive engagement dimensions. Qualitative insights are expected to highlight increased motivation, interest, and perceived relevance of biology among students engaged in experiential activities, as well as lessons learned by teachers in implementing such strategies. This research contributes to the broader understanding of active pedagogies in science education by providing robust empirical evidence of their effectiveness in fostering engagement, which is critical for improving student achievement and scientific literacy. It extends existing literature by focusing specifically on high school biology and incorporating a mixed-methods approach, offering nuanced insights into both measurable outcomes and experiential perceptions. The main conclusion underscores the significance of integrating experiential learning into biology curricula to stimulate greater student engagement and participation. It recommends that policymakers and educators prioritize hands-on, inquiry-based, and outdoor learning strategies to cultivate interest and motivation in biology, alongside providing professional development for teachers to effectively implement such pedagogies. The study also advocates for further research to explore long-term impacts of experiential learning on academic achievement and interest in STEM careers, as well as investigations into scalable models for diverse educational contexts.