Classroom-Based Experiential Learning: Experiences from Kosovo Primary Schools

Abstract

Background: Studies show that key significant variables related to effectiveness of teaching and learning are students' attitudes towards learning, teacher competencies and teaching methodologies applied (Riera et. al, 2023; Glazier & Bean, 2019; Mulala, 2015; Amirtha & Jebaseelan, 2015). Purpose: To explore changes in primary student attitudes towards learning pre- and post-implementation of a curriculum based on experiential learning methodology. Furthermore, the study also measured specific pre-service teacher variables (perceived self-efficacy, motivation, and power) pre and post implementation of experiential learning methodology. Methodology/ Approach: The study followed a carefully designed intervention, using comparison groups pre/post study design to compare outcomes of the groups before and after the study. The study was conducted with a sample of 856 fifth-grade students, and 30 pre-service teachers. Findings/ Conlusions: Results indicated that there were significant increases in positive attitudes of students in intervention group classes. Results also indicate higher motivation for engagement in the teaching process of intervention group pre-service teachers compared to control group pre-service teachers and a significant increase in perceived power during classroom hours for intervention group pre-service teachers from the pre-test to the post-test phase. Implications: The implications of this research extend to other educational systems, as incorporating hands-on practical experiences in teacher education programs results in capable teachers committed to lifelong learning and creation of positive learning environments, and incorporating experiential learning methodologies can enhance student engagement, positive attitudes and motivation to learn and excel academically.