Developing a Framework for the Influence of Experiential Learning on Motivation and Effectiveness in STEM Education in Guizhou, China

Abstract

STEM education is widely recognized as a key driver of innovation and economic development; however, in under-resourced regions such as Guizhou, China, student motivation, engagement, and learning effectiveness remain persistently low. Traditional lecture-based instruction continues to dominate STEM classrooms, limiting opportunities for active participation and real-world application of knowledge. This study develops a theoretical framework to examine how experiential learning influences student motivation and learning effectiveness in STEM education within the Guizhou context. Grounded in Kolb’s Experiential Learning Theory, Self-Determination Theory, and the Theory of Planned Behaviour, the framework positions experiential learning as the central pedagogical approach, with student engagement serving as a critical mediating factor and motivation acting as a key driver of learning effectiveness. Through an extensive review of international and regional literature, the study synthesizes evidence demonstrating that hands-on, project-based, and community-linked STEM activities enhance students’ autonomy, competence, and relatedness, leading to higher engagement and sustained motivation. The proposed framework provides a theoretically integrated and contextually relevant model for understanding the mechanisms through which experiential learning improves STEM learning outcomes. It offers practical implications for curriculum design, instructional strategies, policy development, and assessment in Guizhou and similar underdeveloped regions, contributing to more effective, engaging, and meaningful STEM education.