ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the effectiveness of experiential learning strategies implemented within a smart classroom environment on the academic performance of vocational college students enrolled in a mental health course. Utilizing a quasi- experimental design, two groups were compared: a control group receiving traditional instruction and an experimental group exposed to experiential learning activities, including simulations, role-plays, and hands-on tasks. Pre-test and post- test assessments were conducted to measure academic performance, and students in the experimental group provided feedback on four dimensions of experiential learning based on Kolb’s model: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Results revealed that while both groups showed significant improvement from pre-test to post-test, the experimental group achieved significantly higher post-test scores. Among the four learning dimensions, Concrete Experience demonstrated a significant positive correlation with post-test performance. However, regression analysis indicated that no individual learning dimension significantly predicted academic outcomes, suggesting that other factors, such as learning context and student motivation, may also contribute. Students assessed all four experiential learning dimensions at a moderate extent, with Active Experimentation and Reflective Observation rated highest. These findings highlight the value of experiential strategies in enhancing learning engagement and outcomes, particularly through real-world and reflective components. The study recommends expanding the use of experiential methods, strengthening abstract thinking and reflection, supporting teacher development, and applying multi-faceted, long-term assessment tools to capture deeper learning outcomes. Keywords — Experiential Learning; Smart Classroom; Mental Health Education; Academic Performance; Vocational Education