IMPACT OF A field TRIP ON BIOLOGY STUDENTS' PROGRESS
IMPACT OF A FIELD TRIP ON BIOLOGY STUDENTS' PROGRESS
1.1 BACKGROUND OF THE STUDY
Field trips are an essential component of standards-based classroom learning; they are not a distinct activity, but rather a direct extension of classroom instruction. Field work is a type of instructional medium used today, according to Awotua-Efebo (2009).
Because instructional medium is “anything (materials and equipment) that can help the teacher 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.”
Real objects (specimens, models, excursions, field work), projected/non-projected images, print non-prints, and so on are examples.
Essentially, a biology field trip is viewed as a supplement to successful instruction rather than the focus 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 that if at the end of the instruction, the student does what the teacher wants them to do through the evaluation process, then effective teaching has occurred.”
Furthermore, secondary school students' biology field trips were expected to improve student learning experiences through interaction with resource people and the environment.
Such centres were expected to give better resources for firsthand information than the school, especially since learning outside the classroom strives to ensure that all young people have opportunities to participate in high quality outdoor learning experiences.
It also aimed to increase academic achievement, acquired skills, and interdependence in a variety of situations, as well as providing the opportunity to accept appropriate degrees of risk. Unfortunately, many critics and observers have stated that the entire exercise is a waste of time and energy and has done nothing to improve student performance in Biology.
According to Rickinson et al. (2004), it can lead to life-changing decisions. It can extend horizons both literally and educationally, and it has significant potential for personal development, independence, self-esteem, self-confidence, and teamwork. Such potentially life-changing opportunities for biologists must be acknowledged and promoted.
While attention is often focused on pressures and demands, field activities can be extremely effective in developing mutual understanding between teachers and students, which improves learning effectiveness and can provide motivation that transfers/remains after the field experience. S. Hillcox (2003).
1.2 STATEMENT OF THE problem
A field trip is a vital component of learning that improves the effectiveness of the teaching and learning process. This component of teaching may not be as effective as it could be because there are no resources devoted to it because it requires so much funding.
It's possible that most biology teachers have no idea where to take their students on field trips. Finally, while multiple studies have been conducted on the influence of field trips on biology students, not a single study has been conducted on the effect of field trips on biology students accomplishment in Kwuano lga, Abia state.
1.3 GOALS AND OBJECTIVES OF STUDY
The primary goal of the study is to investigate the impact of field trips on the accomplishment of biology students. Other specific study objectives include:
1. to assess the impact of a field trip on male and female students' achievement.
2. to assess the impact of a field trip on the accomplishment of biology students.
3. to compare the achievement of urban and rural school pupils in the field trip teaching style.
4. to suggest potential answers to difficulties.
1.4 RESEARCH QUESTIONS
1. How does a field trip affect the achievement of male and female students?
2. How does a field trip affect the achievement of biology students?
3. What is the difference in field trip teaching approach achievement between urban and rural school students?
4. What are the potential solutions to the problems?
1.5 RESEARCH HYPOTHESIS
H0: A field trip has no meaningful effect on biology student achievement in Abia state's Kwuano LGA.
H1: Field trips have no meaningful effect on biology student progress in Abia state's Kwuano LGA.
1.6 THE IMPORTANCE OF THE STUDY
The study on the effect of field trip on biology student achievement will be of enormous 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 that the students can learn because biology is more practical than theory; additionally, students cannot easily forget the things they see, (for example, “movie”).
Such that they can tell you from beginning to end without forgetting. The research will also help the government select and train effective biology teachers. Finally, the study will add to the body of existing literature and knowledge in this field of study, as well as serve as a foundation for future research.
1.7 SCOPE OF THE STUDY
The study on the effect of field trips on biology student achievement is limited to Abia state's Kwuano local government region.
1.8 limitations OF THEÂ STUDY
Financial constraint- A lack of funds tends to restrict the researcher's efficiency in locating relevant materials, literature, or information, as well as in the data collection procedure (internet, questionnaire, and interview).
Time constraint- The researcher will conduct this investigation alongside other academic activities. As a result, the amount of time spent on research will be reduced.
1.9 DEFINITION OF TERMS
A change that occurs as a result of an activity or another cause.
A field trip, also known as an excursion, is a trip taken by a group of people to a location that is different from their typical environment.
Achievement: Something accomplished with labour, skill, or courage.