<![CDATA[This study aims to examine the effectiveness of an andragogical approach through experiential learning in improving the competence of Early Childhood Education (ECE) students in developing fine motor skills in young children. The study employed a quasi-experimental design with a pretest-posttest control group design involving 60 students divided into an experimental group and a control group. The experimental group received instruction based on andragogy integrated with experiential learning, while the control group was taught using conventional lecture-based methods. Data were collected through tests, observations, and questionnaires, and analyzed using descriptive statistics, N-Gain analysis, and independent sample t-tests. The results indicated that the experimental group demonstrated significantly higher improvement compared to the control group. The mean posttest score of the experimental group (85.60) was substantially higher than that of the control group (72.30), with a significance value of 0.000 (p < 0.05). The N-Gain score of the experimental group (0.62) was categorized as moderate to high, while the control group (0.28) remained in the low category.The findings reveal that the integration of andragogy and experiential learning effectively enhances students’ cognitive, psychomotor, and affective competencies. This approach promotes active participation, reflective thinking, and practical application, enabling students to connect theoretical knowledge with real-world teaching practices. Furthermore, it supports the development of professional readiness among pre-service teachers. It is recommended that higher education institutions, particularly ECE programs, adopt experiential and learner-centered approaches to better prepare students as competent and professional early childhood educators.]]>
