Experiential Learning Anxiety and Inducing motivation of learners in mathematics and science-oriented courses

Anxiety in learning mathematics and science remains one of the most common emotional barriers that hinder student performance, confidence, and participation. While many studies have explored traditional interventions for improving academic outcomes, fewer have examined how experiential learning specifically addresses anxiety and motivates learners to engage meaningfully in these subjects. This study investigated how experiential learning strategies reduce learner anxiety and enhance motivation in mathematics and science-oriented courses, as observed by instructors from basic and higher education institutions in Calbayog City, Samar and Tagudin, Ilocos Sur, Philippines. Using a qualitative research design, data were gathered through online semi-structured interviews with twenty-five (25) instructors who had at least two years of teaching experience and practice in implementing experiential learning approaches. Thematic analysis identified recurring strategies that foster a positive and participatory classroom environment. The findings revealed that experiential learning activities such as collaborative problem-solving, hands-on experimentation, reflective debriefing, and real-world applications help normalize mistakes, reduce fear of failure, and cultivate confidence. As anxiety decreases, students exhibit higher motivation, improved persistence, and greater interest in problem-solving tasks. The study concludes that experiential learning provides an effective framework for enhancing both the emotional and cognitive dimensions of mathematics and science education. KEYWORDS: Experimental, Anxiety, Inducing, Mathematics, Science