Thực trạng vận dụng mô hình học tập trải nghiệm dạy học nội Dung hình học và đo lường lớp 4 tại bốn trường tiểu học xã Tam Nông, tỉnh đồng Tháp

Abstract

A descriptive survey was conducted to analyze the current status of applying Kolb's experiential learning model in teaching Geometry and Measurement to 4th-grade students across four primary schools in Tam Nong commune, Dong Thap province. The survey sample comprised 20 teachers and 120 students; primary data were collected using two five-point Likert questionnaires. The items were constructed based on the research objectives and the manifestations of the Kolb cycle. Since the reliability of the scale had not been tested, the overall mean scores were utilized solely as descriptive indicators. Teachers exhibited a positive perception regarding the value of experiential learning (M = 4.01), whereas the extent of applying the model's manifestations achieved a moderate-to-high level (M = 3.73). Organizing group activities emerged as the most prominent practice (M = 4.40); conversely, constructing real-world situations (M = 3.40) and creating opportunities for students to observe, explore, and derive knowledge independently (M = 3.20) remained limited. Students evaluated their learning experience relatively positively (M = 3.80), particularly the item: Activities made lessons easier to understand (M = 4.15). Teachers simultaneously acknowledged difficulties related to activity design, facilities, and time constraints (M = 3.90). The findings indicate that experiential elements are present in the classroom, but the full implementation of reflective observation, abstract conceptualization, and active experimentation still requires reinforcement.