Kolb's Experiential Learning Cycle: A Pedagogical Framework for Enhancing Students’ Academic Achievement in Biology

This study investigated Kolb's Experiential Learning Cycle: A Pedagogical Framework for Enhancing Students’ Academic Achievement in Biology. The study focused on determining the effect of Kolb's experiential learning cycle (KELC) on secondary school students’ academic achievement biology in Awka Education zone of Anambra state. A quasi-experimental design was employed with 115 SS2 students from three intact classes as participants for the study. A validated Biology achievement test (BAT) was used for data collection, and the data obtained were analyzed using mean, standard deviation, and ANCOVA. The major findings of the study showed that students exposed to KELC achieved highly in Biology than those taught with expository method. Based on the findings, it was concluded that learning through Kolb’s experiential learning cycle promotes students-based learning in which the students discover solution for themselves, consolidate theoretical understanding of biology concepts, develop cognitive abilities, creative thinking, scientific attitude and obtain a scholastic academic achievement. This research study made several contributions to the existing body of knowledge by demonstrating that the use of Kolb’s experiential learning cycle in teaching Biology is crucial for engaging learners, promoting effective learning in the classroom and invariably, improving the achievements of students in Biology in secondary schools in Anambra State, Nigeria.

Kolb’s Experiential Learning Cycle, Academic Achievement

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