• Rosalie W. Ambasa

  Author

• Denis A. Tan

  Author

This study investigation was conducted in response to the great need for an intervention that would require less of reading from students who are not good readers. This investigation was conducted in order to identify whether or not an Experiential Learning Environment would be of help to increase students’ mathematics performance and problem-solving skills. Specifically, it compared the scores of the students exposed to the intervention and those who were not, in terms of their pretest, posttest, and retention test scores. The research utilized a quasi-experimental design to find out and compare the mathematics performance of the students and problem-solving skills when they were exposed to Experiential Learning Environment (ELE) and Non-Experiential Learning Environment (non-ELE). Furthermore, this study also used descriptive statistics to identify the level of mathematics performance and problem-solving performance as they were exposed to different learning environments. Results showed that in terms of mathematics performance, both groups performed comparably. However, in their problem-solving skills scores, there had been a significant difference. Based on the findings of the study, the students who were exposed to Experiential Learning Environment performed better in problem-solving compared to those who were not.

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