Integrating Dale’s Cone of Experience into Teaching Aids: Teachers’ Reflections in Sri Lankan Schools

This study examines the integration of Dale’s Cone of Experience into teaching aids in Sri Lankan schools, with a focus on teachers’ perceptions, practices, and challenges. Using a mixed-methods approach, data were collected from 100 teachers across primary, secondary, and advanced levels through structured questionnaires and thematic analysis of open-ended responses. Results revealed that 63% of teachers were somewhat familiar with Dale’s Cone, and 62% agreed on its relevance to teaching practices. Inferential findings showed a significant association between education levels and the frequency of designing teaching aids based on Dale’s Cone (F = 7.89, p = 0.001), and a positive correlation (r = 0.45, p = 0.03) between training adequacy and perceived opportunities for its integration. Teachers primarily utilized concrete levels, such as hands-on activities and visual aids, which were found to enhance student engagement and retention. However, abstract levels, like verbal symbols, posed challenges due to a lack of comprehensive understanding. Barriers included limited resources (67%) and inadequate training (68%), while opportunities emerged through innovative use of digital tools and locally available materials. These findings underscore the need for targeted teacher training, equitable resource allocation, and policy interventions to effectively implement experiential learning models in resource-constrained educational contexts.