TY - JOUR
AU - Kwan, Yuet Ling Linda
PY - 2022/03/16
Y2 - 2024/03/03
TI - EXPLORING EXPERIENTIAL LEARNING PRACTICES TO IMPROVE STUDENTSâ€™ UNDERSTANDING: Received: 12th July 2021; Revised: 08th March 2022, 09th March 2022; Accepted: 10th March 2022
JF - PUPIL: International Journal of Teaching, Education and Learning
JA - pijtel
VL - 6
IS - 1
SE - Articles
DO - 10.20319/pijtel.2022.61.7289
UR - https://grdspublishing.org/index.php/PUPIL/article/view/1966
SP - 72-89
AB - <p>The addition is the first mathematics skill to which most students are introduced. The ability to add numbers gives students a framework for learning mathematics, initially in kindergarten and, subsequently in elementary school. This paper aims to examine the impact exerted by experiential learning on studentsâ€™ level of academic performance on addition problems. This study arises out of research in a school where students aged between seven and nine, had experienced substantial difficulty in problem-solving in mathematics. The study was designed to discover why such a large body of students had so many difficulties in solving simple arithmetic problems. In the study, 27 students were given a few simple arithmetic problems to determine and comprehend the difficulties that their teachers had indicated their students were having when learning mathematics. The problems involved stories in which a quantity was increased by or combined with a certain quantity to form a total. The quantities involved small natural numbers not exceeding 20. The findings disclosed several problems with learning mathematics. Our results derived that fostering experiential learning strategies favors the studentsâ€™ understanding of theoretical concepts and leads to the attainment of superior performance</p>
ER -