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Prof. Dr. Gabriela Topa
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Home > Archives > Vol. 11 No. 1 (2026): Publishing > Research Articles
ESP-4238

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2026-01-19

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Vol. 11 No. 1 (2026): Publishing

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Research Articles

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Copyright (c) 2026 Jacqueline G. Gumallaoi*, Portugal A. Carbonel, Eugene D. Gabriel, Larry Mostoles, Mark Jaybee R. Galay, Richard N. Verdeflor

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Jacqueline G. Gumallaoi, Portugal A. Carbonel, Eugene D. Gabriel, Larry Mostoles, Mark Jaybee R. Galay, & Richard N. Verdeflor. (2026). Experiential Learning Anxiety and Inducing motivation of learners in mathematics and science-oriented courses. Environment and Social Psychology, 11(1), ESP-4238. https://doi.org/10.59429/esp.v11i1.4238
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Experiential Learning Anxiety and Inducing motivation of learners in mathematics and science-oriented courses

Jacqueline G. Gumallaoi

Graduate School, Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur 2714, Philippines

Portugal A. Carbonel

Graduate School, Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur 2714, Philippines

Eugene D. Gabriel

College of Teacher Education, Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur 2714, Philippines

Larry Mostoles

Graduate School, Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur 2714, Philippines

Mark Jaybee R. Galay

Graduate School, Ilocos Sur Polytechnic State College, Tagudin, Ilocos Sur 2714, Philippines

Richard N. Verdeflor

College of Education, Northwest Samar State University, Calbayog City 6710, Philippines


DOI: https://doi.org/10.59429/esp.v11i1.4238


Keywords: Experimental learning; anxiety, inducing; mathematics; science


Abstract

Anxiety in learning mathematics and science remains one of the most common emotional barriers that hinder student performance, confidence, and participation. While many studies have explored traditional interventions for improving academic outcomes, fewer have examined how experiential learning specifically addresses anxiety and motivates learners to engage meaningfully in these subjects. This study investigated how experiential learning strategies reduce learner anxiety and enhance motivation in mathematics and science-oriented courses, as observed by instructors from basic and higher education institutions in Calbayog City, Samar and Tagudin, Ilocos Sur, Philippines. Using a qualitative research design, data were gathered through online semi-structured interviews with twenty-five (25) instructors who had at least two years of teaching experience and practice in implementing experiential learning approaches. Thematic analysis identified recurring strategies that foster a positive and participatory classroom environment. The findings revealed that experiential learning activities such as collaborative problem-solving, hands-on experimentation, reflective debriefing, and real-world applications help normalize mistakes, reduce fear of failure, and cultivate confidence. As anxiety decreases, students exhibit higher motivation, improved persistence, and greater interest in problem-solving tasks. The study concludes that experiential learning provides an effective framework for enhancing both the emotional and cognitive dimensions of mathematics and science education.

KEYWORDS: Experimental, Anxiety, Inducing, Mathematics, Science


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