Abstract

The study investigated teachers' perception on extent experiential learning enhances cognitive development of secondary school students in Enugu State. Two research questions were formulated to guide the study. This study adopted a descriptive survey research design. The population comprised all 505 secondary school teachers from selected secondary schools in Nsukka Education Zone. A simple random sampling technique without replacement was used to select the schools. From each of the sampled schools, six teachers were randomly selected, bringing the total sample size to 120 teachers. Cronbach's Alpha was used to determine the internal consistency of the instrument, yielding a reliability coefficient of 0.83. The study found among others, that many teachers believed that experiential learning enhances active engagement, critical thinking and problem solving, reflection, application of knowledge and creativity.

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