Thesis Abstract

Abstract
Field trips have long been considered an educational tool to enhance students' learning experiences in various subjects, including biology. This study aims to investigate the effect of field trips on biology students' achievement. The research design involved a group of biology students who participated in a field trip to a local botanical garden, while another group remained in the classroom for a traditional lecture-based lesson. Pre- and post-tests were administered to both groups to assess their understanding of the material covered. The results of the study showed a significant improvement in the post-test scores of students who went on the field trip compared to those who did not. The hands-on experience and direct interaction with the natural environment seemed to have a positive impact on the students' learning outcomes. Furthermore, students who participated in the field trip demonstrated a deeper understanding of the concepts taught during the visit, suggesting that experiential learning can be more effective than traditional classroom instruction. In addition to academic achievement, the field trip also had a positive influence on students' attitudes towards biology. Many students expressed increased interest and enthusiasm for the subject after the hands-on experience in the botanical garden. This shift in attitude can be attributed to the immersive nature of the field trip, which allowed students to see the real-life applications of the theoretical concepts learned in class. Overall, the findings of this study support the notion that field trips can have a significant impact on biology students' achievement and engagement. By providing students with opportunities for experiential learning outside the classroom, educators can enhance the learning experience and foster a deeper appreciation for the subject. Incorporating field trips into biology curricula can help students connect theoretical knowledge to real-world contexts, leading to improved academic performance and a greater interest in the subject.

Thesis Overview

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

Field trips are a critical component of standards-based instruction in the classroom, not a separate activity, but a direct extension of classroom instruction. Awotua-Efebo (2009) agrees that field work is a type of instructional medium in use today, since instructional medium according to the author, is “anything (materials and equipment) that can help the teacher to communicate effectively his or her ideas to the students, so that at the end of the instruction the student can do that which the teacher stated in the objectives. Examples are: real object (specimen, models, excursions, field work) projected/non-projected images, print non-prints etc.

Basically, biology field trip is seen as a support for effective teaching and not a centre of attention. Awotua-Efebo (2009) argued that effective teaching should be the goal, and defines effective teaching as “getting the content (message) across in a manner that will accomplish the desired objectives, and add also that if at the end of the instruction, the student do what the teacher want them to do through the process of evaluation, then effective teaching has taken place.

Furthermore, biology field trips by secondary school students were expected to enhance student learning experiences through interaction with resource persons and the environment. Such centers were supposed to provide better resources than the school for first hand information, especially as learning outside the classroom aims at ensuring that all young people had chances to participate in high quality outdoor learning experiences.

It also set out to improve academic achievement, developed skills and interdependent in a widening range of environments and provide the opportunity to acceptable levels of risk. But regrettably, many critics and observers have expressed that the whole exercise is a mere jamboree and a waste of time and energy and has not in any way responded to improve student’s performance in Biology.

Rickinson, et al. (2004) it can lead to life-defining decisions. It can help to broaden horizons, both literally and educationally, and offers great potential for personal development, building independence, self esteem, self confidence and teamwork. Such potentially life-defining opportunities for biologists need to be celebrated and nurtured. Whilst attention often focuses on pressures and demands, field activities can be highly effective in developing mutual understanding between teachers and students which enhances the effectiveness of learning and can provide motivation which transfers/remains after the field experience Hillcox, S. (2003).

1.2 STATEMENT OF THE PROBLEM

Field trip is an essential part of learning that enhances effective teaching and learning process. At times this aspect of teaching may not really be effective due to the fact that there are no resources that are pulled towards that direction since it needs so much funding. It could be that most biology teachers do not even know where exactly to take the student to for excursion. Finally, several researches has been carried out on the effect of field trip on biology students but not even a single research has been carried out on the effect of field trip on biology students achievement in Kwuano LGA, Abia state.

1.3 AIMS AND OBJECTIVES OF STUDY

The main aim of the study is to examine the effect of field trip on biology student’s achievement. Other specific objectives of the study include:

1. to determine the effect of field trip on male and female student’s achievement.

2. to determine the effect of field trip on biology student’s achievement.

3. to determine the difference in urban and rural school students achievement in field trip teaching method.

4. to proffer possible solutions to the problems.

1.4 RESEARCH QUESTIONS

1. What is the effect of field trip on male and female student’s achievement?

2. What is the effect of field trip on biology student’s achievement?

3. What is the difference in urban and rural school student’s achievement in field trip teaching method?

4. What are the possible solutions to the problems?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

H0: Field trip has no significant effect on biology student achievement in Kwuano LGA of Abia state.

H1: Field trip has no significant effect on biology student achievement in Kwuano LGA of Abia state.

1.6 SIGNIFICANCE OF STUDY

The study on the effect of field trip on biology student achievement will be of immense benefit to the entire Kwuano local government and Abia state at large in the sense that it will enable the government to fund field trip so as to enable the students learn since biology is more practical than theory; more also since students cannot easily forget the things they see, (take for instance “movie”)such that they can tell you from the beginning to the end without forgetting anything the same thing applies to theory in class and field trip which will encourage and help them learn. The study will also enable the government in recruiting and also train effective biology teachers. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7 SCOPE OF STUDY

The study on the effect of field trip on biology student’s achievement is limited to Kwuano local government area of Abia state.

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9 DEFINITION OF TERMS

Effect:A change which is a result or consequence of an action or other cause.

Field Trip:Or excursion is a journey by a group of people to a place away from their normal environment.

Achievement:A thing done successfully with effort, skill, or courage.