Thesis Abstract

Abstract
Field trips have been utilized as a pedagogical tool in the teaching of various subjects, including biology, due to their potential to enhance student learning experiences. This study aimed to investigate the use of field trips in teaching and learning biology in secondary schools. The research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from biology teachers and students. The findings revealed that field trips were considered beneficial in biology education by both teachers and students. Teachers emphasized the value of real-world experiences in reinforcing theoretical concepts taught in the classroom. Field trips were perceived as promoting student engagement, motivation, and interest in biology, leading to improved learning outcomes. Students reported that field trips provided them with a deeper understanding of biological concepts, enhanced their observational skills, and increased their overall enthusiasm for the subject. Despite the perceived benefits, challenges in implementing field trips were also identified. These challenges included logistical issues, such as cost constraints, transportation arrangements, and safety concerns. Time constraints and curriculum requirements were additional barriers to the integration of field trips into biology instruction. Teachers also highlighted the need for adequate planning, coordination, and follow-up activities to maximize the educational value of field trips. Furthermore, the study explored the preferred types of field trip destinations for biology education. Natural environments, such as parks, forests, and botanical gardens, were commonly favored for their rich biodiversity and opportunities for hands-on learning. Zoos, aquariums, and science centers were also popular choices due to their interactive exhibits and educational programs. Virtual field trips emerged as a potential alternative to address some of the challenges associated with traditional field trips. In conclusion, the findings of this study underscored the positive impact of field trips on the teaching and learning of biology in secondary schools. The study highlighted the importance of integrating field trips strategically into the curriculum to enhance student engagement and understanding of biological concepts. Recommendations for overcoming challenges and maximizing the educational benefits of field trips were provided based on the research findings.

Thesis Overview

INTRODUCTION

Concepts of Field Trip strategy was introduced in 1827 by George Shillibeer for a Quaker school at Abney Park in Stoke Newington, London, United Kingdom.

A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means. For example if the lesson is on “making cheese”, and if there is no hand on experience it is very difficult to achieve the objectives. In such a lesson this strategy is required. Field trips give opportunity for students to get out of the classroom and experience something new. The located place for field trip can be zoos, collages, museums, theater and schools.

Features of field trip facilitate the learning of abstract concepts. Taking students on a field trip makes learning more effective as they will be able to gain vast ideas on the topic. Motivate students through increased interest and curiosity. Field trips can add variety to the regular classroom instructional program and they tend to be special and enjoyable learning experiences. As a result, students will develop positive attitudes in students toward related classroom activities.

Increases student-student and student-teacher social interaction. Field trips provide an opportunity to involve students, parents, and the teachers in the instructional program. Students can select the place to be visited, developing questions to ask, writing reports or thank you letters after the trip, or evaluating the experiences. Since parents must give their permission, a letter sent home with the permission from explaining purpose of the trip is a good way to arouse their curiosity and encourage them to ask the student or teacher about the trip. The parent guides their child in order to make sure that they do not come to any harm. This role allows the parent and teacher to establish a much closer relationship. The interaction between students within themselves will also be increased when they work in groups. Moreover, the interaction between the students and teacher will enhance as the students will have to discuss to the teachers when they have doubts. Develops social awareness. Field trips make students aware of learning activities in everyday life. For instance, visits to supermarkets or shopping malls are typical field experiences, which teachers may fail to notice. A well-organized trip to a “normal” place is an excellent method of teaching students to observe, ask questions, and learn in the large classroom.

1.1 BACKGROUND OF THE STUDY

Purpose of Field Trip enhances the curriculum. Field trips are rich in educational possibilities as students learn from actual hands-on experiences, rather than by simply reading or hearing about something. Involvement in a real world experience makes learning more meaningful and memorable comparing to regular classroom instructional programs. Give students experiential learning experiences. Involvement in a real world experience makes learning more meaningful and memorable. As a result the students will have more concept of the topic as they have learnt through their hand-on experiences. Concrete skills such as note taking. Students have to develop questions to be asked, write reports or thank you letters after the trip, or evaluate their experiences. By doing such activities, students will develop various skills such as note taking skills, speaking skills, writing skills will enhance. Involvement in a real world experience makes learning more meaningful and memorable. Field trips can add variety to the regular instructional program; they tend to be special and enjoyable learning experiences, ones which develop positive attitudes in students toward related classroom activities. Field trips are rich in educational possibilities because students learn from actual firsthand experiences, rather than by simply reading or hearing about something.

Field trips help the students appreciate the relevance and importance of what they learn in the classroom. For e.g. determining blood type is a skill, which can be learned in a school laboratory setting, but students may not learn the importance of this skill until they observe what goes on in a real hospital where life and death are. The research intends to investigate the factors affecting the use of field trip in teaching and learning of biology in secondary.

1.2 STATEMENT OF THE PROBLEM

The problem confronting the research is to determine the factors affecting the use of field trip in teaching and learning of biology in secondary school. This is particularly imperative to ensure the effectiveness of field trips and the attainment of its objectives.

1.3 RESEARCH QUESTION

1 What is the nature of field trips in teaching and learning

1 What is the significance of field trips in teaching and learning

2 What constitute the factors affecting the use of field trips in teaching and learning of biology in secondary school

1.4 OBJECTIVE OF THE RESEARCH

1 To determine the nature of field trip in teaching and learning of biology in secondary school.

2 To appraise the significance of field trip

3 To determine the factors affecting the use of field trips in teaching and learning of biology in secondary school

1.5 SIGNIFICANCE OF THE RESEARCH

The research shall elucidate the nature of field trips in teaching and learning in biology in secondary school. And analyze the factors affecting the use of field trips in teaching and learning of biology in secondary schools.

It shall also serve as a veritable source of information on issues of field trip in teaching and learning.

1.6 STATEMENT OF THE HYPOTHESIS

Ho: Teaching and learning of biology in secondary school is low

Hi: Teaching and learning of biology insecondary school is high

Ho: The use of field trip in teaching and learning of biology in secondary school is low

Hi: The use of field trip in teaching and learning of biology in secondary school is high

Hi: The factors affecting the use of field trip in teaching and learning of biology in secondary school are high

1.7 SCOPE OF THE STUDY

The study shall appraise the nature of field trip in teaching and learning of biology in secondary school and elucidate the factors affecting the use of field trip in teaching and learning.

1.8 DEFINITION OF TERMS

FIELD TRIP DEFINED

Concepts of Field Trip strategy was introduced in 1827 by George Shillibeer for a Quaker school at Abney Park in Stoke Newington, London, United Kingdom.

A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means. For example if the lesson is on “making cheese”, and if there is no hand on experience it is very difficult to achieve the objectives. In such a lesson this strategy is required. Field trips give opportunity for a students to get out of the classroom and experience something new. The located place for field trip can be zoos, collages, museums, theater and schools.

LEARNING DEFINED

The act, process, or experience of gaining knowledge or skill.Knowledge or skill gained through schooling or study. Behavioral modification especially through experience or conditioning.