Exploring Grade 6 Learners’ Lived Experiences in Hands-On and Lecture-Based Science Instruction: Behavioral Engagement, Learning Participation and Assessment Experiences

Abstract

This qualitative phenomenological study explored Grade 6 learners’ lived experiences in hands-on and lecture-based Science instruction, focusing on behavioral engagement, classroom participation, and assessment experiences. Specifically, the study examined learners’ perceptions regarding instructional approaches, participation behaviors, interaction patterns, and experiences during Science-related assessments. Data were gathered through semi-structured in-depth interviews and focus group discussions with fifteen purposively selected Grade 6 learners from a public elementary school. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that learners demonstrated higher behavioral engagement, classroom interaction, and conceptual understanding during hands-on Science activities compared to lecture-based instruction. Participants described hands-on learning experiences as enjoyable, interactive, collaborative, and easier to understand due to active participation and practical application of concepts. In contrast, lecture-based instruction was perceived as useful for content explanation and note-taking but often associated with passive participation, reduced attention, and limited learner interaction. Learners also emphasized that assessment experiences became less stressful and more meaningful when instructional activities involved experimentation, demonstrations, and collaborative tasks. Despite resource limitations and varying learner participation levels, hands-on instruction promoted curiosity, confidence, and active classroom involvement. The findings underscore the importance of experiential and learner-centered Science instruction in strengthening engagement, participation, and assessment performance among elementary learners.