CHAPTER ONE

INTRODUCTION

1.1   Background Of Study

Field trips are an important part of standards-based classroom instruction; they are not a distinct activity, but rather a natural extension of classroom instruction. According to Awotua-Efebo (2009), field work is a type of instructional medium used today, because an instructional medium is "anything (materials and equipment) that enables the teacher to communicate his or her ideas effectively to the students, such that at the conclusion of the instruction, the student can do what the teacher stated in the objectives." Real things (specimens, models, trips, field work, etc. ), projected or non-projected pictures, prints or non-prints, etc.

Essentially, a biology field trip is seen as a supplement to successful teaching, not as the focal point. Awotua-Efebo (2009) claimed that the goal should be successful teaching, which she described as "getting the material (message) over in a teaching that accomplishes the targeted objectives." Additionally, he stated that if, at the conclusion of instruction, the student accomplishes what the teacher desired via the assessment process, then successful teaching occurred.

Additionally, secondary school biology field trips were supposed to increase student learning experiences by engagement with resource persons and the natural environment. These centers were intended to offer more reliable sources of information than the school, particularly given that learning outside the classroom strives to guarantee that all young people have access to high-quality outdoor learning activities (James, 2015). Additionally, it aimed to boost academic performance, build skills, and foster interdependence in a growing variety of situations, while also allowing for the acceptance of appropriate degrees of risk. However, many critics and observers have said that the whole process is a sham and a waste of time and energy that does little to improve students' performance in Biology. Rickinson (2004), on the other hand, said that field trips may result in life-changing choices. It may assist in broadening horizons, both physically and educationally, and provides an excellent opportunity for personal growth, including the development of independence, self-esteem, self-confidence, and teamwork. These potentially life-changing prospects for biologists must be recognized and fostered. While attention is frequently focused on pressures and demands, field activities can be extremely effective at fostering mutual understanding between teachers and students, thereby increasing the effectiveness of learning and providing motivation that transfers or persists after the field experience. S. Hillcox (2003). With this in mind, this research will examine the effect of field trip studies on students' academic performance in biology.

1.2   Statement Of The Problem

A field trip is a critical component of learning since it bolsters the effectiveness of teaching and learning processes. At times, this part of teaching may be ineffective owing to a lack of resources directed in that way, since it requires significant financing (Helomu, 2016). It's possible that the majority of biology teachers have no idea where to take their students on a trip. Finally, although several research have been conducted on the impact of field trips on biology students, not a single study has been conducted on the influence of field trips on the performance of biology students in Aba, Abia state. As a result, this research fills the gap.

 1.3 Objectives Of The Study

The overall aim of this study is to critically examine the impact of field trip studies on students academic performance in biology. Hence, the study will be channeled to the following specific objectives;

1.        Ascertain whether field trip helps to enhance students comprehension of biology subject in secondary schools.

2.        Ascertain whether field trip ignites students interest in biology subject in secondary schools.

3.        Ascertain whether field trip improves students’ academic performance in biology subject in secondary schools.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
Thank you so much for your respect to the authors copyright.