This study investigates the impact of experiential learning strategies on student achievement, engagement, and language proficiency in English classrooms at the secondary level. Conducted over an eight-week period at KenBridge School, the research adopts a quasi-experimental design involving 230 students from Classes VIII to X, divided into control (traditional pedagogy) and experimental (experiential learning) groups. Data collection tools included pre- and post-assessments, structured observation schedules, and student perception surveys.The intervention incorporated real-life learning experiences such as a field visit to a fire station and student-led seminars, systematically aligned with the experiential learning cycle proposed by David Kolb. The findings reveal a statistically significant improvement in academic performance (+27%), engagement, and confidence among students exposed to experiential methods compared to the control group (+9%). The study reinforces the pedagogical vision of the National Education Policy 2020 and advocates for a shift towards learner-centered, activity-based English classrooms.
Preeti Swami (Sat,) studied this question.