Effects On Grade 8 Students’ Performance In World History In Calubcob 1 National High School

Abstract

This study explored the effectiveness of experiential learning strategies in teaching World History to Grade 8 students at Calubcob I National High School during the School Year 2025–2026. The research aimed to determine the impact of these methods on academic performance, participation, and engagement, while identifying implementation challenges.

Employing a descriptive–quantitative design and a quasi-experimental approach, the study utilized pre-tests, post-tests, and structured questionnaires. Forty students participated, divided into an experimental group exposed to experiential learning and a control group taught via traditional methods. Data were analyzed using weighted mean, t-tests, and percentage.

Findings revealed that students were highly engaged in experiential activities, particularly in peer interactions and performance-based tasks. Learners exhibited better comprehension of historical concepts, increased motivation, and higher self-esteem. Post-test results indicated a significant increase in the academic performance of the experimental group compared to the control group.

While small difficulties such as limited materials, time constraints, and unequal group participation were noted, students remained flexible and collaborative. Based on these results, the study proposed activities like historical role-playing, local heritage exploration, and debates to sustain engagement.

Overall, the study concludes that experiential learning is an effective instructional approach for World History. It fosters active participation, critical thinking, and meaningful learning by making lessons more interactive and relevant. These findings serve as a valuable reference for educators and administrators in promoting innovative, learner-centered instruction.