Factors Affecting The Use Of Field Trip In Teaching And Learning Of Biology In Secondary School

Abstract

The research provides an appraisal of the factors affecting the use of field trip in teaching and learning of biology in secondary school. It provides an analysis of the nature of field trip in teaching and learning and its significance. The research proffers a methodology of learning and teaching of biology in secondary school but elucidate the factors affecting its use. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.

Chapter One

Introduction

1.1 Background of the Study

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. 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 form 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. 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. 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 Objective of the Study

The objectives of the study are;

To determine the nature of field trip in teaching and learning of biology in secondary school.
To appraise the significance of field trip
To determine the factors affecting the use of field trips in teaching and learning of biology in secondary school

1.4 Research Hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0: Teaching and learning of biology in secondary school is low
H1: Teaching and learning of biology in secondary school is high
H02:The use of field trip in teaching and learning of biology in secondary school is low
H2: The use of field trip in teaching and learning of biology in secondary school is high

1.5 Significance Of The Study

The research shall elucidate the nature of field trips in teaching and learning in biology in secondary school. Analyse the factors affecting the use of field trips in teaching and learning It shall also serve as a veritable source of information on issues of field trip in teaching and learning.

1.6 Scope and Limitation 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. The researcher encounters some constrain which limited the scope of the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational Privacy:

Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

1.7 Definition of Terms

Field Trip Defined

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.

1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the study.
Chapter four concentrate on the data collection and analysis and presentation of finding.
Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain factors affecting the use of field trip in teaching and learning of biology in secondary school

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenge of factors affecting the use of field trip in teaching and learning of biology in secondary school

5.2 Summary

This study was on factors affecting the use of field trip in teaching and learning of biology in secondary school. Three objectives were raised which included: To determine the nature of field trip in teaching and learning of biology in secondary school, to appraise the significance of field trip, to determine the factors affecting the use of field trips in teaching and learning of biology in secondary school. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

5.3 Conclusion

This unit gave inferences drawn from the finding thus: Generally, it was confirmed that there was high significant difference between the mean achievement of the experimental and control groups in ecology concept. And there was also high significant difference between the mean achievement of the experimental and control groups in ecology concept on retention ability. This further confirmed that the field trip teaching strategy has gained more than the traditional method of teaching. However, it was statistically, shown that field trip teaching strategy favoured students in urban experimental group in teaching ecology concept. This might be that, the students in urban are more curious i.e want to know when taken to the natural surroundings, urban student used English as a means of communication so they have advantage in NECO/WAEC examination and also availability of electric light in the urban help in the used of internet. Field trip teaching strategy favored the experimental groups was due to the fact that the pre-requisite steps of activities in teaching of ecology concept were followed. This has stimulated students’ attention and interest, which led to good performance in ecology concept. The students on experimental group were taught with the strategy (field trip) that required the used of basic science process skills i.e observation, identification, classification and manipulation of substances in the natural surroundings. The students in this group became more active and creative since they can see and manipulate organism in their natural surroundings

5.4 Recommendation

Based on the findings of this study; the following recommendations are made; thus:

Although field trip is integrated into the teaching programme, it is not being used. Therefore, the government should make the use of field trip teaching strategy compulsory particularly in the teaching and learning of the ecology concept at SS level. This will enhance students gain first hand information, and provide opportunity for them to see, possibly touch and feel what they have heard about certain organism and situations.
Field trip experiences when used should be relevant to contents in the curriculum, if they are to make the necessary impact.
Field trip experiences should emphasizes real practical experiences with the students collecting, analyzing data, interpreting data and using them to explain previous knowledge.
Field trip when used should be such that can serve as an integrated learning i.e field trip cannot teach one idea, but many. A field trip to a vegetable farm, for example can bring disparate topics together such as photosynthesis, the scientific method, how to collect data, plant, insect, part of flowers, soil erosion etc.

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