Enhancing Science Learning Through Hands-On Activities: A Study on Student Engagement and Performance
Year: 2026
Type: article
Abstract: This study examined the influence of hands-on activities on science performance, student engagement, and learning perceptions among Grade 10 students at PaiMA National High School during the academic year 2024–2025. Using a quantitative, one-group pretest-posttest design and purposive sampling, the research reported 30 students with complete achievement assessments and 31 respondents to the engagement questionnaire. Data were gathered through a researcher-developed, content-validated 30-item science achievement test aligned with the Most Essential Learning Competencies and an adapted 20-item student engagement questionnaire. Descriptive statistics summarized achievement and engagement, while a paired-sample t-test evaluated differences between pretest and posttest achievement scores. Mean achievement increased from 11.27 to 23.47, yielding a gain of 12.20 points. The difference was statistically significant, t(29) = −11.49, p < .001. Students reported high emotional engagement (M = 4.15), behavioral engagement (M = 4.12), positive learning perceptions (M = 4.10), and cognitive engagement (M = 4.07). These findings indicate improved science achievement following hands-on instruction and generally favorable engagement. However, the study did not establish a statistical relationship between engagement and achievement, and its single-group design does not support definitive causal conclusions. The study recommends structured experiments, collaborative activities, inquiry-based instruction, and differentiated support for learners. Its small, purposively selected sample and single-school setting limit generalizability. Aligned with Sustainable Development Goal 4, the findings offer classroom-based evidence for improving student-centered science teaching and encourage further studies using comparison groups, larger samples, and longer assessment periods to examine sustained learning outcomes and understand variations in students’ experiences across instructional contexts.
Author: Cherieme M. Yrigan
Institution: Nueva Vizcaya State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7225783890