CHAPTER ONE

Introduction

1.1 Background of the Study

Science from its linguistic origin derived from the Latin word “Scienta” which means
“Knowledge” (Eneh 2020), science as a branch of knowledge is the systematic study of
the things around us. The totality of knowledge obtained from such studies constitutes
scientific knowledge. In addition, science deals with nature by observing it and later to
experimental investigation (Aanaso 2017 and Kalu 2017).
In science education, students are exposed to several methods/strategies of teaching and
learning of science. These include lecture method, demonstration method, discovery
method, discussion method, laboratory method, activities method, co-operative learning
etc. depending on the aspect one wants to teach. Usman, (2018) defines science as to
consist of scientific branch of a general body of knowledge such as biology, chemistry,
physics, geology or astronomy to mention but a few.
Biology as a branch of the general body of knowledge (science) has been defined by
different scientists according to their perception and understanding of the [Link]
and Tawtiyas, (2000) define biology as a science which involves systematic study of
living things and interaction with each other and their environment. Kalu, (2007) simply
defines biology as the science of life.
Biology as a science of life is concerned with the characteristics of living things, their
forms, functions and relationship with one another and with their environment among
others. The absence of field trip in the study of biology in schools due to logistic,
problem, time and volume of syllabus has been learning of biology hence the present
study. However, for effective biology teaching, the use of method/strategy which would
make the use of the environment would achieve much and bring home the actual
meaning of the concepts. Among science subjects, (chemistry, biology and physics),
biology is the most popular (Ibrahim 2008). It is a core (compulsory) subject for almost
all senior secondary school students in Nigeria. Also, the basic knowledge of biology is
a prerequisite for studying a number of disciplines such as medicine, agriculture,
pharmacy, microbiology, biochemistry and psychology among others, (Bichi 2023, Kalu
and Ndokwo, 2019). So the use of strategy that will ground the students in biology
concepts should be used.
Biology plays a vital role in the economic development of a nation. Ajaja, (2018) said
that recent advances recorded in the field of biochemistry, physiology, ecology, genetics
and molecular biology, have made the subject a central focus in most human activities
including solutions to the problem of food scarcity, pollution, population explosion,
radiation, disease, health, hygiene, family life, poverty eradication, management and
conservation of natural resources as well as biotechnology and ethics.
Due to immense benefits of the subject (biology) to both individual and societal
development, the Federal Government of Nigeria, in the National Policy on Education,
(FME, 2005), made biology a core science subject at the senior secondary school. The
objectives of biology programmes are;
1. Adequate laboratory and field skills in biology
2. Meaningful and relevant knowledge in biology
3. Ability to apply scientific knowledge to everyday life in matters of personal and
community health and agriculture.
4. Reasonable functional scientific attitudes and
5. Emphasis of content and context of the syllabus is placed on; field studies, guided-
discovery/biology, as inquiry (FME 2005). Thus from the above objectives, an
outdoor strategy such as field trip has been recommended by the FME for it’s
implementation for the accomplishment of biology objectives in the secondary
schools in Nigeria. However, despite the recommendation on field trip as a strategy
for teaching biology, many biology teachers in the various secondary schools still
teach biology concepts using only traditional method i.e lecture method (Usman,
(2020).
Concept of field trip strategy was introduced in 1827 by George Shillibeer for a Quaker
School at Abrey 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 land on experience it is very difficult to
achieve the objectives. In such a lesson, this strategy is required. Field trip gives
opportunity for students to get out of the classroom and experience something new. The
located place for field trips can be zoos, colleges, 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 experience. As a result, students will develop positive attitudes in
students towards classroom activities, increases student- student and student-teacher
social interaction. Field trip provides an opportunity to involve students, parents and
their teachers in the instructions 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 from 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 student and teacher
will enhance as the students will have to discuss to the teacher when they have doubts.
Develop social awareness. 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 fall to notice.
A well-organized trip to a “normal” place is 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 hand-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 experimental
learning experiences, as a result 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 and thank you letters after the trip.
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 impact of field trip in the teaching and learning of biology in
secondary schools.
1.2 Statement of the Problem
Considering the importance of biology and the number of students doing it, it is a
disturbing situation to note that large number of students failed biology in the Senior
Secondary School Examination (SSCE). Statistics from the West African Examination
Council for the past six years has revealed persistent poor performance in science
subjects especially in biology (WAEC Chief Examiner’s reports for 2010, 2011, 2013,
2014 and 2015). Among the causative factors are Biology teachers’ widespread uses of
ineffective lectures and inadequate materials or resources needed for effective teaching
of biology. (Egbunonu and Ugbaja 2022). This may be due to the fact that emphasis is
primarily on students’ poor acquisition. Thus, biology is presented to the students as a
static body of knowledge rather than a dynamic growing field of discovery. There is
need to investigate the use of more efficacious strategies in the study of biology.
Therefore, the study is on the factors affecting the use of field trips in teaching and
learning of biology in secondary schools..
1.3 Research Question
1. What is the nature of field trips in teaching and learning in biology in secondary
school?
2. What is the significance of field trips in teaching and learning of some topics in
biology?
3. What are the impact of field trips in teaching and learning of biology in secondary
schools?
1.4 Objective of the Research
1. To determine the nature of field trip in teaching and learning of biology in
Demonstration Secondary school, FCE Okene
2. To evaluate the significance of field trip in teaching and learning of biology in
Demonstration secondary schools
3. To determine the impact of field trip in teaching and learning of biology in
Demonstration senior secondary schools, FCE Okene
1.5 Significance of the Research
The research shall elucidate the nature of field trips in teaching and learning of biology
in secondary schools and analyze the impact of field trips in the teaching and learning
of biology in senior secondary school. It shall also serve as a veritable source of
information on issues of field trip in teaching and learning.
1.6 Scope of the Study
The study shall appraise the nature of field trip in teaching and learning of biology in
senior secondary school and elucidate the impact of field trip in the teaching and learning
of biology.
1.7 Definition of Terms
Field Trip: A field trip can be defined as a trip made by students or researchers to gain
firsthand knowledge away from the classroom setting such as to a museum, factory,
geological area or environment of certain plants and animals.
Impact: This can be defined as one thing crashing into or having an effect on another.
Learning: Is the process of acquiring new understanding, knowledge, behaviours, skills,
values, attitudes and preferences.
Teaching: Can be defined as engagement with learners to enable their understanding
and application of knowledge, concepts and processes.
Biology: It is the scientific study of life. It is a natural science with a broad scope but
has several unifying themes that tie it together as a single, coherent field.
Science: Is a process for learning about the natural world that tests ideas using evidence
gathered from nature. It is also the study of the nature and behavior of natural things and
the knowledge that we obtain about them