• ESHA VINOD KAMBLE
• Dr. Vipin Kumar

This research utilized a mixed-method design, combining qualitative and quantitative methods to investigate the efficacy of hands-on experiments in learning science among twenty-two Year 4 students in an international school. The study sought to assess two important factors: the academic progress of the students and their intrinsic motivation to learn Science when instructed using hands-on experiments. The results showed that most students did better academically as they acquired and remembered information better through experiential learning. Moreover, student participation and involvement were significantly increased, as practical activities created curiosity and motivation. The research corroborates the belief that Kolb's theory of experiential learning is extremely effective in science education since it allows students to understand complex concepts through first-hand experience. This approach encourages critical thinking, problem-solving, and enhanced understanding, thereby making learning enjoyable and more significant. Scholars argue that further development of Bruner's instructional theory would strengthen Science education through incorporating discovery-based principles of learning. Future research needs to aim at maximizing hands-on approaches to improve student participation and retention of science knowledge in science classrooms. Hands-on science experiments are important to promote student motivation and learning because they offer experiential, inquiry-based, and interactive learning opportunities that embed knowledge, enhance retention, and develop scientific competence. In contrast to lecture-oriented instruction, which tends to be passive and without direct application, hands-on experiments engage students directly in the scientific process so they can explore ideas actively, control variables, and examine data. This interaction creates a more direct link between theoretical concepts and practical use, making scientific principles more concrete, accessible, and meaningful. Students who take part in experiential experiments show greater levels of curiosity, motivation, and engagement in learning, as they directly experience the thrill of discovery and problem-solving. Active participation in experiments enhances critical thinking, creativity, and analytical abilities, as students create hypotheses, undertake investigations, and draw evidence-based conclusions. In addition, hands-on science experiments promote collaborative learning, as the students typically work in teams, reinforcing teamwork, communication, and effective explanation of scientific rationale. Such collaborative learning not only promotes social interaction but also enhances peer learning, whereby students exchange observations, compare findings, and develop a collective understanding. Moreover, hands-on learning is very effective in catering to varied learning styles and is hence inclusive and accessible. Kinaesthetic learners learn through the physical handling of materials, visual learners learn from direct observation of procedures, and auditory learners enhance understanding through listening and explanation. Through the facilitation of diverse learning styles, hands-on experiments bridge gaps in learning and allow all students the chance to learn complex scientific ideas. Perhaps one of the greatest contributions of hands-on experiments is that they facilitate better knowledge retention and recall. In contrast to rote memorization, where knowledge tends to be rapidly lost, experiential learning has lasting impacts on cognition, enabling students to more effectively internalize concepts. Hands-on experience reinforces learning by engaging multiple senses, establishing more robust neural pathways that imprint on memory and recall. This level of understanding supports greater academic attainment, as students produce enhanced performance in evaluations, laboratory procedures, and problem-solving exercises. Additionally, hands-on experiments make learning more enjoyable, reducing science anxiety and fostering a positive attitude toward the subject. Many students perceive science as challenging due to its abstract theories and complex calculations, but when they engage in practical activities, they develop confidence in their abilities and view scientific exploration as an exciting and rewarding process. This heightened confidence results in a growth mindset, as students are more inclined to take intellectual risks, try new things, and stick with challenges. In addition to academic advantages, hands-on science experiments are essential in preparing students for STEM careers in the future. By performing actual experimentations in real-world scientific practices, students acquire critical laboratory skills, data analysis methods, and problem-solving skills necessary for highly coveted scientific research, engineering, and medical careers. Early exposure to experimental techniques promotes scientific literacy and inspires students to seek education in STEM fields and STEM careers with added confidence. In addition, experiential learning encourages independent inquiry and lifelong learning practices, as students learn to pose questions, find answers, and tackle problems in a systematic manner. This set of skills is particularly valuable in the fast-changing technological environment, where flexibility, critical thinking, and innovation are the keys to success. The effect of hands-on experiments is not limited to individual student participation but also to the overall efficiency of science education. Laboratory classrooms that integrate experiments are characterized by more energetic learning environments, improved student involvement levels, and stronger teacher- pupil relationships. Teachers who practice experiential techniques indicate heightened students' interests, richer discussion sessions, and improved learning processes. Nevertheless, there are certain obstacles that have to be catered to make the science hands-on experiments fully effective as part of learning processes. Limited availability of laboratory facilities, time within the curriculum, and the necessity for highly trained teachers are usual hindrances to widespread adoption. Schools with poor laboratory facilities might not be able to offer regular hands-on experiences, restricting students' access to experimental learning. Time limitations in science curricula also tend to focus on theoretical learning at the expense of practical application, minimizing students' chances for hands-on discovery. In order to bridge these hurdles, teachers and policymakers need to test new solutions in the form of low-cost experimental models, computer-based simulations, and project-based learning strategies that promote experiential learning without a heavy resource burden. In addition, investing in the training and professional development of teachers guarantees that teachers are given the skills and confidence they need to conduct hands-on learning effectively. In spite of these difficulties, the sheer amount of evidence favouring hands-on science experiments as a positive force in education highlights their value for teaching today. Overall, hands-on science experiments significantly increase student motivation, facilitate conceptual understanding, enhance retention of knowledge, build critical thinking and problem-solving abilities, encourage teamwork, increase confidence, and prepare students for a lifetime of scientific endeavours. By turning passive learning into active discovery, hands-on experiments make science more accessible, fun, and relevant, so that students are not only scientifically literate, but also skilled and conditioned for lifelong learning and success in a rapidly scientific and technological world. Therefore, incorporating hands-on experiments into science education is not just an educational improvement but a basic need for developing scientifically literate, curious, and competent individuals.

Hands-on experiments, Science learning, mixed-method research, qualitative research, quantitative research, academic development, intrinsic motivation, student engagement, experiential learning, Kolb’s experiential theory, Bruner’s theory of instruction, international school, Year 4 students, learning effectiveness, knowledge retention, student participation, Science education, experimental learning approach, educational research, instructional strategies, student-centred learning, cognitive development, constructivist learning, teaching methodology, Science curriculum, practical learning, inquiry-based learning, conceptual understanding, active learning, STEM education, classroom engagement, hands-on activities, problem-solving skills, experimental techniques, observational learning, interactive learning, discovery learning, student performance, educational psychology, constructivist approach, learning outcomes, knowledge acquisition, concept reinforcement, self-directed learning, experiential teaching, process-based learning, scientific inquiry, motivation in learning, critical thinking, real- world applications, effective pedagogy, research-based instruction, classroom experiments, science pedagogy, hands- on science activities, education theories, effective teaching strategies, experiential knowledge, student motivation, teaching Science effectively, learning strategies, knowledge construction, applied learning, inquiry-driven education, practical science education, experimental science learning, active participation, meaningful learning, deep understanding, engagement-driven learning, hands-on teaching methods, constructivist science education.

"THE IMPACT OF HANDS-ON SCIENCE EXPERIMENT ON COLLEGE STUDENTS' PARTICIPATION AND ACQUIRING KNOWLEDGE", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 7, page no.c62-c82, July-2025, Available :http://www.jetir.org/papers/JETIR2507209.pdf

"THE IMPACT OF HANDS-ON SCIENCE EXPERIMENT ON COLLEGE STUDENTS' PARTICIPATION AND ACQUIRING KNOWLEDGE", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 7, page no. ppc62-c82, July-2025, Available at : http://www.jetir.org/papers/JETIR2507209.pdf