Abstract

This study investigates experiential learning in middle school math classrooms as a contributing factor to student and teacher engagement. Experiential learning is conceptualized as the use of student-directed learning, tactile manipulation, artistic projects, and movement-based activities to enhance understanding of a concept. Research was conducted through qualitative interviews with ten middle school math teachers at public, public charter, and private middle schools in Buncombe County, North Carolina. Participants were selected using a quota sampling strategy to ensure variation in schools. The analysis of the interviews examines varying definitions of experiential learning, advantages and disadvantages with the mode and student engagement factors including enjoyment, comprehension, and confidence. It also addresses teacher engagement factors including morale and student relationships. The objective of this research is to explore experiential learning as an effective educational tool in math classrooms through teachers’ observations and first hand use of the technique. Findings of the study show that student and teacher participants of experiential learning benefit from the model. Students exhibit increased engagement through enjoyment, comprehension, and confidence and teachers engage through creative lesson planning and building the necessary relationships with students to create a safe and healthy classroom experience.

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