Effects of Hands-On Experiments in Science on the Academic Performance of Grade Four Pupils

Abstract

This study examined the effects of hands-on experiments in Science on the academic performance of Grade Four pupils in public elementary schools in District II-A, City Schools Division Office of Antipolo for School Year 2025–2026. Specifically, it investigated how experiential learning activities influence pupils’ focus and concentration, motivation to learn, critical thinking, and classroom engagement and collaboration, as well as their relationship with academic performance in Science.The study employed a descriptive survey research design complemented by documentary analysis. A total of 20 Grade Four Science teachers and 346 pupils participated as respondents, with the pupil sample determined using Slovin’s formula. Data were gathered through a researcher-made questionnaire-checklist and analyzed alongside pupils’ first and second quarter grades in Science.Findings revealed that most teacher-respondents were middle-aged, female, married, and experienced educators, many of whom were pursuing graduate studies and had attended various in-service trainings. The pupil-respondents were predominantly 10 years old, female, and came from small families with modest income levels. Both teachers and pupils perceived that hands-on experiments have a high positive effect on pupils’ focus, motivation, critical thinking, and classroom engagement.However, significant differences were found between teachers’ and pupils’ perceptions in terms of focus and concentration, and class engagement and collaboration, while no significant differences were observed in motivation and critical thinking. Results further showed that demographic profiles of both teachers and pupils did not significantly influence their perceptions. Pupils’ academic performance in Science was rated as Very Satisfactory, yet no significant relationship was found between perceived effects of hands-on experiments and academic performance.The study concludes that while hands-on experiments are perceived as highly beneficial for enhancing learning experiences, they do not directly correlate with academic grades. It recommends strengthening inquiry-based instruction, improving instructional resources, and enhancing home-school collaboration to maximize the benefits of experiential learning.