VALIDATION OF EXPERIENTIAL LEARNING PATHWAYS FOR PRE-SERVICE TEACHERS

Abstract

This study aims to validate an experiential learning pathway specifically designed for pre-service teachers, focusing on its impact on learning outcomes and professional development. Utilizing a descriptive-survey methodology, the study involved 170 fourth-year students from the College of Education at Jose Rizal Memorial State University – Siocon Campus. Data collection was facilitated through a structured questionnaire and analyzed using frequency counts, percentages, Likert scale, weighted mean, Slovin’s formula, and chi-square tests. The findings revealed that the majority of respondents were female (73.53%), and the assessment methods used in the experiential learning pathways align well with the desired competencies and standards for pre-service teachers. The chi-square test indicated a significant validation of the experiential learning pathways, leading to the rejection of the null hypothesis. Key recommendations include orienting pre-service teachers on experiential learning pathways, fostering portfolio development, and implementing comprehensive assessment practices.