Experiential Learning Approach In Teaching Reading Among Grade Three Learners In Congressional District I, Batangas Province

Abstract

Reading comprehension is a dynamic meaning-making process essential for academic success yet Philippine education system faces a critical challenge, many students can read words, but they cannot understand them. This study explored the Experiential Learning Approach (ELA) as a pedagogical shift to move beyond rote memorization towards active engagement particularly aimed to assess the level of usefulness and extent of utilization of ELA in teaching reading among Grade 3 learners, determine the relationship between these variables, and identify common implementation challenges.

Using a quantitative survey design, the researcher gathered data from 178 Grade 3 teachers in Congressional District I, Batangas Province. Statistical tools included the Weighted Mean, Pearson’s r, and Slovin’s formula. Result showed that ELA is Highly Useful (3.69) and Highly Utilized (3.64). A strong link was found between active learning and student success which means that when lessons involve real-life experiences, students feel less afraid of reading and more confident in their skills. The results proved that ELA turns a boring lesson into an exciting discovery.

However, the study also found utilization challenges including behavioral management and lack of resources. To bridge this gap, the study proposed “Project L.I.G.H.T.S.” (Literacy Integration through Guided High-impact Teaching Strategies). By providing a clear guide for teachers, Project L.I.G.H.T.S. ensures that even in a crowded school, every child can learn to read with joy and purpose. The findings suggested that continued support and targeted interventions are necessary to maximize the benefits of ELA in diverse classroom settings. Future research may explore the adaptability of ELA in other grade levels and subject areas to further enhance educational outcomes.