| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Background: Experiential learning, characterized by hands-on engagement and active knowledge construction, has gained prominence in science and engineering education. This shift is in response to the limitations of conventional teaching methods, which often emphasize passive learning and fail to connect complex and theoretical classroom knowledge with practical applications. Purpose: Engineering Physical chemistry (PChem) students often have negative perceptions and low expectations for success in PChem, attitudes that likely affect their performance. Students mostly struggle in understanding the fundamental theoretical concepts and their application in solving complex numerical problems in PChem during their first year in undergraduate programme. To help students in learning to solve the problems related to PChem course, experiential learning classroom modules was implemented for small number of PChem students (CEB1023/CFB1023). Methodology/Approach: To bridge the gap between theory and practice, a student-centered approach via industrial visit, gas hydrate laboratory, adjunct lectures and case studies related to physical chemistry course were implemented for medium to large number of Physical Chemistry students (CEB1023/CFB1023) in chemical engineering program. Students were divided into number of group according to experiential approach. Percentile method has been used to analysis the obtained data. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.
Keywords: Physical chemistry, experiential learning, field trips, learning outcomes, lab visit.
Article Info: Received: 15 Feb 2026, Received in revised form: 17 Mar 2026, Accepted: 22 Mar 2026, Available online: 27 Mar 2026
DOI: 10.22161/ijtle.5.2.4
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