Notes on Experimental Activities for Grade 12 STEM at St. John Academy (CH1–CH2 Review)

Introduction

• Study title and context: Exploring the Impacts of Experimental Activities in Enhancing Learning Among Grade 12 Science, Technology, Engineering, and Mathematics Students at St. John Academy of Visual and Performing Arts.
• Researchers: Aniceto, Andreah Bless D.; Balayo, Jaycee E.; De Panes, Joyce Espiritu; Manipol, Glezel Ashley M.; Padal, Gian Andrei Y.; Vera Cruz, Ezekiel L.; Villanueva, Lara Mae M.
• Problem addressed: Traditional textbook/lecture-based senior high teaching often fails to foster deep understanding in STEM subjects; active, experiential learning through experimental activities is proposed as an alternative to boost engagement, retention, and problem-solving ability.
• Core claim: Experimental activities (hands-on, hands-on exploration, simulations, project-based learning) promote active participation, connect theory to real life, and enhance content mastery in physics, chemistry, mathematics, etc.
• Theoretical support cited: Learning theories that favor experiential/constructivist approaches (Kolb’s Experiential Learning Theory; Piaget’s Constructivist Theory) and educational frameworks that emphasize progression from experience to reflection and application.
• Anticipated outcomes: Development of transferable skills (collaboration, critical thinking, creativity, independent learning); improved motivation and self-efficacy; potential differential effects by demographic factors (age, sex, academic background).
• Scope: Grade 12 STEM students at St. John Academy of Visual and Performing Arts; assessment of learning gains and life skills resulting from experimental activities; consideration of demographic moderators.
• Gap addressed: Localized research in the Philippine senior high school context, especially in an arts-integrated school, on experiential learning effects in STEM.

Background of the Study

• Rationale for experiential learning in SHS STEM:
  • Traditional methods (textbooks, lectures, discussions) may not yield deep understanding for complex STEM topics.
  • Experimental learning emphasizes active participation, direct experience, observation, and hands-on exploration.
  • Benefits include improved academic performance, heightened interest, and increased self-confidence in challenging disciplines (references cited: Wieman, 2014; Freeman et al., 2014).
• Theoretical foundations supporting experimental learning:
  • Kolb’s Experiential Learning Theory: learning through concrete experience, reflective observation, abstract conceptualization, and active experimentation.
  • Piaget’s Constructivist Theory and Vygotsky’s social constructivism: knowledge is built through active engagement, collaboration, and reflection.
  • Alignment with these models: students test hypotheses, draw conclusions, and adapt thinking based on evidence; fosters critical thinking and scientific reasoning.
• Expected competencies and outcomes:
  • Mastery of content and transferable skills critical for academic and professional success.
  • Increased student motivation and self-efficacy in high-demand STEM fields.
  • Investigation of demographic influences on effectiveness of experimental learning.
• Research intent and action plan:
  • Evaluate how experimental activities influence practical skills, critical thinking, and engagement/motivation among Grade 12 STEM students.
  • Assess impact on classroom participation, problem-solving, and creativity; propose an action plan to improve teaching strategies.
• Contextual references and justification:
  • International findings (e.g., Freeman et al., 2014) and regional findings (e.g., Kurniawan et al., 2020) document positive outcomes of experiential learning.
  • Philippine context: emphasis on learner-centered and inquiry-based methods enacted through policy (Republic Act No. 10533, Enhanced Basic Education Act of 2013).
• Local relevance and motivation for the study:
  • Addressing a gap in localized evidence for arts-integrated SHS settings.
  • Connecting theoretical concepts to practical school improvement and policy guidance.

Statement of the Problem

• Main aim: Explore the impacts of experimental activities in enhancing learning among Grade 12 STEM students at St. John Academy of Visual and Performing Arts.
• Specific questions:
  • Demographic profile of respondents: 1.1 Name (optional), 1.2 Age, 1.3 Sex, 1.4 Section.
  • Impacts of experimental activities on:
  • 2.1 Practical Skills
  • 2.2 Critical Thinking
  • 2.3 Engagement/Motivation
  • Effects of experimental activities on academic performance in terms of:
  • 3.1 Class Participation
  • 3.2 Problem-Solving Skills
  • 3.3 Creativity
  • Proposed action plan: 4. What plan can be recommended?

Hypotheses

• Null hypotheses guiding the study:
  1) There is no significant relationship between the impacts of experimental activities on students’ learning and their academic performance in terms of practical skills, critical thinking, engagement, class participation, problem-solving skills, and creativity.
  2) There is a significant relationship between the impacts of experimental activities on students’ learning and their academic performance in terms of practical skills, critical thinking, engagement, class participation, problem-solving skills, and creativity.

Theoretical Framework

• Experiential Learning Theory (Kolb, 1984): learning occurs through two major processes:
  • Absorbing information via direct experiences or abstract ideas.
  • Making sense via reflection and application in real situations.
• Kolb’s four-stage cycle (explicit):
  ext{Kolb's Experiential Learning Cycle: } ext{Concrete Experience}
  ightarrow ext{Reflective Observation}
  ightarrow ext{Abstract Conceptualization}
  ightarrow ext{Active Experimentation}
  ightarrow ext{Concrete Experience}
• Constructivism (Piaget, 1952; Vygotsky, 1978): learners construct knowledge through meaningful experiences, prior knowledge, collaboration, reflection, and personal meaning.
• Bloom’s Taxonomy (original 1956; revised 2001 by Anderson & Krathwohl): six progressive levels to guide learning:
  ext{Remembering}
  ightarrow ext{Understanding}
  ightarrow ext{Applying}
  ightarrow ext{Analyzing}
  ightarrow ext{Evaluating}
  ightarrow ext{Creating}
• Theory of Multiple Intelligences (Howard Gardner, 1983): intelligence is multi-faceted (musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist, linguistic, logical-mathematical); informs inclusive, varied instruction to accommodate diverse learner strengths.
• Synthesis: Taken together, these theories justify experimental activities as a learner-centered, hands-on approach that develops collaboration, problem-solving, creativity, and independent thinking, especially in STEM fields.

Definition of Terms

• Practical Skills: The ability to apply knowledge to perform tasks effectively; strengthened through direct engagement in activities.
• Critical Thinking: Analyzing and evaluating information to make reasoned decisions; involves assessment and interpretation of concepts or results.
• Motivation: The drive to generate original ideas or solutions; engagement and persistence in learning.
• Creativity: The ability to generate novel and useful ideas, methods, or solutions.
• Class Participation: Active involvement in classroom activities and discussions; sharing ideas and asking questions.
• Problem-Solving Skills: The ability to identify challenges and devise effective solutions.
• Experimental Activities: Tasks designed to explore and test ideas through experimentation; hands-on observations and analyses.
• Learner-centered Approaches: Teaching methods that focus on students’ needs, abilities, and interests; maximize engagement.
• Hands-on Learning: Learning through direct manipulation of materials and active participation.
• Hands-on Exploration: Actively investigating or examining through direct interaction; knowledge gained by experiences.
• Collaboration: Working with others toward a common goal; sharing ideas.
• Scientific Reasoning: Applying logic and evidence to understand and explain concepts.

Significance of the Study

• To Students: Helps Grade 12 STME students understand how experimental activities influence learning; fosters engagement, confidence, creativity, and self-awareness of learning styles.
• To Teachers: Provides insights for designing interactive, student-centered lesson plans aligned with K–12 and 21st-century education goals; supports implementation of experimental strategies.
• To Future Researchers: Lays groundwork to extend inquiry into other grade levels, strands, or school settings; informs long-term impacts on academic pathways and STEM careers.
• To the School: Guides leadership and teachers in designing hands-on, meaningful learning experiences; supports integration of arts with STEM in a compliant manner with 21st-century competencies.

Scope and Limitation

• Timeframe: Academic Year 2025–2026.
• Setting: St. John Academy of Visual and Performing Arts.
• Population: Grade 12 students in the Science, Technology, Engineering, and Mathematics strand; all participants restricted to this strand and school.
• Exclusions: Other grade levels and other strands; other teaching strategies outside experimental activities are not within scope.
• Focus: Impacts on practical skills, critical thinking, engagement/motivation, class participation, problem-solving skills, and creativity; development of an action plan.

Validation, Methods, and Output

• Validation of questionnaires; conducting surveys; statistical analysis.
• Output: A brochure titled "Mind Sparks: How Experiments Power Deeper Learning" (Figure 1: Research Paradigm – INPUT, PROCESS, OUTPUT).
• Research Paradigm (Figure 1) describes the sequence from demographic data collection to impact assessment, culminating in an action plan and validated results.

Significance (Expanded)

• Stakeholders gain actionable guidance on implementing experimental activities within a visually and performing arts–integrated STEM program; supports policy-level decisions for improving student outcomes.

Review of Related Literature and Studies (CHAPTER II)

• Purpose: Synthesize design/theory/concepts and terminology; review foreign and local studies to situate the current research.

A. FOREIGN LITERATURE

• Experimental activities aid in understanding science concepts by enabling students to correct misconceptions through data gathering and hands-on manipulation. Example: Liu & Fang (2023) discuss density vs. weight misunderstandings corrected via experiments.
• Ismawati (2022): Experimental methods yield dynamic, engaging classrooms with active participation and questions; boosts understanding and retention.
• Kong et al. (2021): Experiential learning increases motivation/engagement when learners experience success solving problems; requires group work and cross-disciplinary contexts.
• Duchatelet et al. (2024): Project-based, service-based, and case-based learning connect content to real-world experiences; soft skills development (critical thinking, communication, confidence); need for clarity on which activity elements (reflection, teacher involvement, peer interaction, feedback) most influence outcomes.
• Fahmi et al. (2019): Inquiry-based experiments strengthen critical thinking and responsibility for learning.
• Riga et al. (2017): Inquiry-based science education should accommodate diverse learners to maximize participation and understanding.
• Chan & Wong (2021): Experiential learning supports adolescent development and can reduce risky behaviors; emphasizes active experience plus reflection.
• Christensen et al. (2015): Movement toward hands-on and inquiry-based learning; includes field trips, simulations, and digital tools for authentic experiences.
• Grancharova (2024): Hands-on lab experiments improve scientific understanding and literacy; emphasizes critical thinking, problem-solving, and collaboration; suggests use of virtual simulations as supplements.
• Rodrigues & Carvalho (2022): Virtual experimental activities simulate complex phenomena; complements real experiments when access is limited.
• Sarı et al. (2020): Simulation-based inquiry learning improves scientific process skills and awareness of STEM fields; design to minimize experimental errors; enhances motivation.
• Šlekienė & Lamanauskas (2020): Guided inquiry activities in natural sciences improve research competence and practical skills; learners with different levels of ability are accommodated.
• Yang (2025): Integrated Scientific Inquiry and Engineering Design Process improved engineering-based problem-solving, particularly in idea creation and design sketching; visual thinking enhanced.
• Dogan & Kahraman (2021): Activity-based learning increases scientific creativity in middle school science.
• Hiğde & Aktamış (2022): Interdisciplinary STEM activities raise science process skills, motivation, and career interest; foster 21st-century skills like creativity and collaboration.
• Carreira & Baioa (2018): Authentic, hands-on tasks in mathematical modelling improve perceived credibility of models and realism of tasks.
• Synthesis: Foreign studies consistently show experiential/experimental approaches improve engagement, creativity, and achievement, often aided by simulations and interdisciplinary design. Yet gaps exist in localized context, resource constraints, and school-specific settings.

B. LOCAL LITERATURE

• Tan & Vicente (2019): Real-life, peer-collaborative learning across programs fosters leadership, communication, problem-solving; experience-based, student-centered learning builds confidence.
• Bungualan (2023): Hands-on Minds-on Practical Experiment approach improves science process skills; supports active engagement.
• Yunzal et al. (2024): Group discussions, memory strategies, in-depth reading, and focus on key concepts as adaptable strategies for understanding in STEM.
• Shahv (2023): Filipino teachers-in-training benefited from experiential learning; desires more field trips and teaching practice.
• Balaoro (2024): Active learning (lab work, group discussions, real-world problems) strengthens scientific skills and boosts engagement; emphasizes science literacy and critical thinking; recommends ongoing use of active learning across classrooms.
• Sasapan et al. (2024): Regular laboratory participation correlates with higher science achievement; lab experiences enhance understanding.
• Jun (2016): Youth development program combining fun activities with learning improves openness, cooperation, and cultural appreciation.
• Calubayan & Ofrin (2023): SHS students’ self-confidence improved through experiential learning via hands-on tasks and reflection.
• Quinco-Cadosales (2021): Experiential learning enhances Values Education outcomes, including honesty, patience, creativity, and critical thinking; expressive outputs (songs, poems, storytelling).
• Synthesis: Local literature supports experiential/active learning for improved science/process skills, motivation, and academic performance, and notes benefits to socio-emotional development; gaps remain in direct comparisons with traditional methods and in Grade 12 STEM-specific contexts within Philippines.

C. FOREIGN STUDIES (Additional Insights)

• Grancharova (2024): Lab-based learning strengthens science literacy; integration of digital tools and simulations supports 21st-century readiness.
• Rodrigues & Carvalho (2022): Virtual labs extend science learning when physical labs aren’t accessible; develop hypothesis testing and data analysis skills.
• Sarı et al. (2020): Simulation-based inquiry improves scientific process skills and STEM awareness.
• Šlekienė & Lamanauskas (2020): Guided inquiry with hands-on activities improves scientific research competence in natural sciences.
• Yang (2025): Integrated inquiry and engineering design boosts creative problem-solving and visual thinking.
• Dogan & Kahraman (2021): Activity-based learning increases scientific creativity in middle school.
• Hiğde & Aktamış (2022): Interdisciplinary STEM activities advance motivation and 21st-century competencies.
• Carreira & Baioa (2018): Authentic modelling tasks improve perceived credibility of mathematical modelling activities.
• Synthesis: Global literature generally supports experiential and inquiry-based approaches for deeper understanding, engagement, and skills development, with a trend toward integrating technology and multidisciplinary design; however, contextually relevant, affordable, and school-specific applications require more study.

D. LOCAL STUDIES (Contextual Evidence)

• Conchas et al. (2023): Experiential learning supports development of scientific process skills; notes gaps in group-based experiential learning and calls for more assessment of hands-on activities on scientific thinking.
• Dacles (2024): 21st-century learning skills strongly relate to science content knowledge; active, skill-based learning supports better science understanding.
• Hinampas et al. (2018): Blended learning vs traditional learning—no significant difference in overall achievement, but blended learning enhanced practical science skills.
• Santos & Boyon (2020): Blended/Hands-on strategies improve science process skills and motivation; supports experiential approaches.
• Benedicto & Andrade (2022): Problem-based learning strengthens critical thinking; many pre-service teachers show weaknesses in logical reasoning without structured PBL.
• Mercado et al. (2021): Lifelong learning activities among students and faculty in Philippine higher education institutions; high willingness to participate when opportunities exist; supports sustained engagement beyond classroom.
• Sasapan et al. (2024): Laboratory activities positively affect science performance; gender not a significant factor.
• San Gabriel & Manalastas (2024): Experimental skills relate to chemistry performance; teachers’ ratings of student skills higher than students’ self-ratings; confirms importance of practical activities.
• Jun (2016): Youth projects combining culture with learning improve cooperation and openness.
• Trillo et al. (2016): Continuous assessment in experimental courses yields higher final grades than exams alone; practical tasks add significant value.
• Hiğde & Aktamış (2022) and related studies: reinforce that cross-disciplinary, hands-on activities develop 21st-century skills and positive attitudes toward STEM careers.
• Synthesis: Local studies converge on benefits of experiential, hands-on, and activity-based learning for science mastery, motivation, and skills; gaps exist in comparative analyses with traditional methods and in profiling Grade 12 STEM outcomes within the Philippine context.

E. SYNTHESIS OF LITERATURE

• Overall takeaway: Experiential/experimental learning consistently enhances engagement, understanding, and performance in STEM disciplines across ages and settings, with benefits to creativity, critical thinking, collaboration, and motivation.
• Gaps identified: need for more context-specific research in resource-limited schools, arts-integrated environments, and direct comparisons with traditional teaching methods; need to examine socio-emotional outcomes (leadership, confidence, collaboration) alongside cognitive gains.
• Relevance to the current study: provides a solid theoretical and empirical basis for investigating how experimental activities influence both academic outcomes and life skills among Grade 12 STEM students at an arts-integrated school.

Closing Notes on the Literature Review

• The literature supports the use of experiments and inquiry-based strategies as effective for improving STEM learning outcomes,态 with potential to enhance motivation and lifelong learning dispositions.
• The current study situates these findings within a Philippine arts-integrated senior high school context, aiming to contribute localized evidence and actionable guidance for curriculum design and teaching practice.

Additional Notes and Concepts from the Transcript

• The K–12 curriculum context emphasizes 21st-century skills and learner-centered approaches; experimental activities align with goals for practical competencies, analytical thinking, and collaboration.
• The study uses demographic profiling (name optional, age, sex, section) to explore differential effects of experimental activities.
• The research paradigm highlights a flow from input (demographic data) to process (experimental impacts) to output (action plan and dissemination via a brochure).
• The document repeatedly underscores the interplay between arts and sciences in this school setting, suggesting that experiential learning can bridge creative and scientific practices.

Quick Reference: Key Theoretical Concepts (LaTeX-formatted)

• Kolb’s cycle:
  ext{Kolb's Experiential Learning Cycle: } ext{Concrete Experience}
  ightarrow ext{Reflective Observation}
  ightarrow ext{Abstract Conceptualization}
  ightarrow ext{Active Experimentation}
  ightarrow ext{Concrete Experience}
• Bloom’s Taxonomy (revised):
  ext{Remembering}
  ightarrow ext{Understanding}
  ightarrow ext{Applying}
  ightarrow ext{Analyzing}
  ightarrow ext{Evaluating}
  ightarrow ext{Creating}
• Four stages of Kolb (listed): Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation.
• Gardner’s Multiple Intelligences (1983) forms a basis for inclusive pedagogy across musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist, linguistic, and logical-mathematical domains.

Actionable Takeaways for Exam Preparation

• Be able to explain why experiential/experimental activities are proposed as an improvement over traditional methods in STEM.
• Memorize the primary theoretical frameworks and how they connect to the study’s design (Kolb, Piaget/Vygotsky, Bloom, Gardner).
• Understand the study’s scope, including the demographic variables and specific outcome measures (practical skills, critical thinking, engagement, class participation, problem-solving, creativity).
• Recall key local and foreign findings that support or contextualize the study, and note gaps identified by the literature.
• Be prepared to discuss the significance and potential implications for policy, curriculum design, and classroom practice in a Philippine, arts-integrated setting.

End of Notes