Towards an Experiential Learner-Centered Education Framework for Grade Seven Mathematics Curriculum
DOI:
https://doi.org/10.69569/jip.2026.435xKeywords:
Experiential learning, Learner-centered education, Mathematics curriculum, Mathematics education, Descriptive researchAbstract
The current junior high school curriculum in the Philippines, the revised K-12 curriculum, explicitly promotes learner-centered education (LCE) by emphasizing pedagogical strategies, particularly experiential learning. This study sought to assess the extent of the implementation of experiential learning approaches, namely (1) abstract conceptualization, (2) active experimentation, (3) concrete experience, and (4) reflective observation. This study used a quantitative descriptive research approach. Thirty-five (35) grade seven learners in a private school were the respondents. Findings revealed that the experiential learning approaches are significant in addressing learner-centered education as perceived by the learners: abstract conceptualization, active experimentation, concrete experience, and reflective observation. A framework was proposed in this study to maintain the significance of the learning approaches towards an experiential learner-centered education. Emphasizing learners’ engagement, future research should investigate activities implemented that are less engaging and explore ways to optimize hands-on learning methods for diverse learners, particularly in group settings. They could also identify factors that explain why students show less enthusiasm for problem analysis and explore strategies to foster deeper engagement in mathematical reasoning.
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