A Diagnostic Study on Learning Experience and Inclusivity among Middle School Science Learners

This study investigated the learning experiences and level of inclusivity among middle school science learners. A descriptive diagnostic survey method was employed, and the study was conducted among 154 students of Classes 6 to 8 in a selected school. Of the participants, 58.44% were boys and 41.56% were girls, while 59.74% reported receiving additional academic support such as coaching or tuition. Data were collected using a self-developed 15-questions multiple-choice diagnostic questionnaire covering three dimensions: learning experience, classroom inclusivity, and learning-related difficulties. The responses were analyzed using percentage distribution. Based on the findings, it can be observed that most students receive clear instruction, active participation opportunities, and supportive teacher guidance within an inclusive classroom environment. However, a notable proportion of students reported nervousness during classroom participation and limited external academic or digital support. The study concludes that although science classrooms largely promote positive learning experiences and inclusivity, focused attention to individual emotional and support needs can further enhance classroom effectiveness.