EFFECTS OF FIELD TRIP METHOD ON STUDENT'S ACADEMICACHIEVEMENT AND RETENTION IN BASIC SCIENCE AND TECHNOLOGY
Abstract
This study investigated the effects of field trip method on students’ achievement and retention in Basic Science and Technology among junior secondary school students in Yala, Cross River Nigeria. It also considered gender and cognitive ability levels of students as moderators. To achieve the objectives of this study three (3) research questions and three(3) null hypotheses were formulated to guide the study. A non-randomized pre-test post-test control group design was adopted for the study. The population size of the study was 3,546 while the sample size was 100 (52 males and 48 females), in two intact classes from two co-educational public secondary schools in Yala. The two classes were assigned to experimental and control groups respectively. Students in the experimental group were taught environmental hazards component using field trip method while the control group were taught using expository method. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) on environmental hazards. The instrument was validated and subjected to test-retest reliability. Its reliability co-efficient was 0.78, obtained using Pearson Product Moment Correlation (PPMC). The data obtained from the tests were analyzed using Analysis of Covariance (ANCOVA). All hypotheses were tested at 0.05 level of significance. The results showed that field trip had significant effect on students’ achievement. Also, students taught environmental hazards using field trip retained significantly higher than those taught with expository method. Gender had no significant effect on students’ achievement and retention in the concept of environmental hazards when taught using field trip method. There was significant effect of field trip method on students’ cognitive ability levels. Based on the findings, it was recommended among others that Basic Science and Technology teachers should use field trip method effectively in teaching environmental hazards component of Basic Science and Technology curriculum.
Downloads
References
[2] Adigun, J., Onihunwa, J., Irunokhai, E. S. and Yusuf, A. O. (2015). Effect of Gender Performance in Computer Studies in Schools in New Bussa, Borgu L.G.A of Niger State. Journal of Education and Practice, 6 (33): 1-7.
[3] Aina, J. K. and Keith, L. (2015). Teaching Method in Science Education: the Need for a Paradigm Shift to Peer Instruction (PI) in Nigerian Schools. International Journal of Academic Research and Reflection. 3 (6): 32-45.
[4] Aromosele, O. E. and Eholuenetala, M. (2016). Effect of Field Based Instructions on Students’ Understanding of Ecological Concepts in Public Secondary Schools, Benin City, Nigeria: An experimental study. Journal of Research and method in Education (IOSR-JRME), 6 (5): 26-34.
[5] Attah, R. F. and Ita, P. M. (2017). Gender as Predictor of Academic Achievement in English among Senior Secondary School Two Students on Calabar Metropolis, Cross River State, Nigeria. Global Journal of Educational Research, 16: 149-153.
[6] Cross River State Ministry of Education (CRSME) (2015). Chief Examiner’s Report on Quality of Students’ Responses to Questions on ‘You and Your Environment; 15th August.
[7] Dania, P. O. (2014). Effect of Gender on Students’ Academic Achievement in Secondary School Social Studies. Journal of Education and Practice, 5 (21): 78-84.
[8] Ekong, A. B. (2019). Effect of improvised Energy kit on Students’ achievement and retention in the concept of light energy in Junior Secondary Schools in Uyo. Unpublished M.Sc. Ed. Dissertation, University of Uyo, Uyo.
[9] Erinosho, S. Y. (2013). How do Students Perceive the Difficulty of Physics in Secondary School? An Exploratory Study in Nigeria. International Journal of Cross-disciplinary subjects in Education (IJCDSE) Special Issue, 3 (3): 1510-1515.
[10] Eze, S. C. and Asogwa, D. U. (2016), Effects of Actual Field Trip for Environmental Influence and Video Instruction methods on Undergraduate Students’ Achievement in Agricultural Sciences Nsukka. International Journal of Science, Environment and Technology, 5 (1):-286.
[11] Ezeano, C.O. (2012) Chemistry Education for poverty Eradication. The Science Teacher Today (i): 131 – 138.
[12] Ezeugwu, J. O., Nji, G. C., Anyaegbunam, N. J., Enyi, C. and Eneja, R. U. (2016). Influence of Cognitive Ability, Gender and School Location on Students’ Achievement in Senior Secondary School Financial Accounting. European Journal of Economics, Finance and Administrative, 7 (2): 12-23.
[13] Filgona, J. (2016). Effect of Field Trip Strategy on Senior Secondary School Students’ Academic Achievement in Geography in Numan Educational Zone, Adamawa State, Nigeria.
[14] Instructional strategies online. (2013). What are Field Trips? Retrieved from olc.spsd.sk.ca/DE/PD/instr/strats/fieldtrips/index.html.
[15] Miles, R. (2015). Tutorial Instruction in Science Education. Cypriot Journal of Educational Science, 10 (2), 168-179.
[16] Okam, C. C. and Zakari, I. I. (2017). Impact of Laboratory-Based Teaching Strategy on Students Attitudes and Mastery of Chemistry in Katsina Metropolis, Katsina State, Nigeria. International Journal of Innovative Research and Development, 6 (1): 112.
[17] Oladejo, M. A., Olosunde, G. R., Ojebisi, A. O. and Ishola, O. M. (2011). Instructional Materials and Students’ Academic Achievement in Physics: Some Policy and Implications. European Journal of Humanities and Social Sciences, 2 (1): 56-67.
[18] Oni, J. O. (2014). Teacher Method of Teaching and Student Achievement in Basic Science and Technology in Junior Secondary Schools in South-West, Nigeria. Journal of Education and Social Research, 4 (3): 397-402.
[19] Oni, J. O. (2014). Teacher quality and students’ performance in Basic Science and Technology in Junior Secondary Schools in South-West Nigeria. Journal of Educational and Social Research, 4 (3): 39-398.
[20] Ukor, D. and Abdulbajar, S. I. (2019, Unpublished). Effects of Field Trip on Instructional Strategy on SS1 Students’ Interest and Achievement in Ecological Concepts in Dutsin-Ma, Katsina, Nigeria.
[21] Unodiaku, S. S. (2013). Influence of Sex and Ability Level on Students’ Mathematics Readiness in Enugu State. Journal of Education and Practice. 4 (14): 57-66.
[22] Zumyil, C. F. (2019). Effects of Computer Simulation Field Trip Instructional Strategies on Students’ Achievement and Interest in Ecology in Plateau Central Educational Zone, Nigeria. A Thesis submitted to the Postgraduate School, Benue State University, Makurdi. Academic Journals, 2 (1): 31-42.
Copyright (c) 2022 IJRDO-Journal of Applied Science (ISSN: 2455-6653)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.
