Experiential versus Traditional Pedagogy: A study of primary school in Delhi NCR Mathur, Ayushi Singh, Shruti Learning outcome Mathematics Primary Education The Indian education system has been struggling with forming a foundational sense of numeracy among children. The draft of the Indian National Education Policy (NEP) that was released in early June 2019 makes a very clear statement about the "severe learning crisis." The long policy document states that there are a significant number of children in elementary school who don't have the basic reading and math skills and recommends a "pedagogical shift" to change this. Therefore, the research will focus on understanding whether a pedagogical shift from traditional pedagogy to experiential pedagogy will lead to better learning outcomes among primary school students. Using a pre- and post-test, we divided forty students (n = 40) from grade one into two groups. The first group experienced traditional pedagogy, while the second group experienced experiential pedagogy. Using SPSS 19, a t-test was administered. The result indicates students in experiential learning have better pre-test scores than students in traditional learning. The outcome stipulates that experiential learning provides holistic learning with better understanding that students can connect to their lives 2023-04-19T11:06:41Z 2023-04-19T11:06:41Z 2023-03-03 journal article Ayushi Mathur, Shruti Singh (2023). Experiential versus Traditional Pedagogy: A study of primary school in Delhi NCR.Journal for Educators, Teachers and Trainers,Vol. 14(1). 95-107[DOI: 10.47750/jett.2023.14.01.009] https://hdl.handle.net/10481/81106 10.47750/jett.2023.14.01.009 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Universidad de Granada