CHAPTER ONE

INTRODUCTION
Background of Study
One of the key science subjects studied in the secondary schools

is Biology. It is a science about life and living organism. The

curriculum is designed to produce educated individuals, some of

whom may not take to the study of Biology in their professional

pursuits. However, in whatever profession they finally find

themselves, it is hoped that the biology education they acquired

in secondary school will be of value to the totality of their

education.

The purpose of education is to develop the knowledge, skill or

character of students. Thus, education is important for an

individual life. It is a major aspect of development of any modern

society. The value of education is evident at every stage of

education whether at primary, secondary and higher education.

Since students are the main beneficially of secondary education

therefore, they require not only quality education but also

effective and latest means of learning to have a better

knowledge, and have a command on what they are learning so

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they can apply the knowledge in their future lives also for this

purpose, different sort of activities such as seminars, discussions,

presentations, workshop and fieldtrips are essentials at this level.

Meanwhile, schools lacking the basic equipment could be

engaged in industrial visitations through community resources

and field trips NERDC (2017). The mission of fieldtrip is to

enhance learning and academic success by providing activities

and programs for the students by allowing community resource

persons to share their skills, knowledge and expertise.

Fieldtrip is a visit to a place outside the regular classroom which is

designed to achieve certain objectives and goals. OBEKA (2010)

defined fieldtrip as an outdoor type of laboratory activity or field

work or learning exercise undertaken by teachers and students in

certain aspects of a subject, to give students the opportunity to

acquire knowledge.

Fieldtrip is also taking students outside the classroom for the

purpose of making relevant observation and also obtain some

specific information. It could be in a nearal school farm, national

park, zoo, industry, forest, or game reserve. It is an important

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component of science teaching. According to BAJAH (2012) as

cited in YAU AHMED (2014).

AMOSA (2013) defined field trip as an interactive method of

teaching which give both male and female students equal

opportunity to widen their practical and cultural experience by

varying their learning environment Thus, no evidence of

superiority is expected to be noticed in the academic

performance based on gender if both males and females are

exposed to learning experiences equally. Fieldtrip helps the

students appreciate the relevance and importance of what they

learn in classroom for example, determining blood type is a skill

until they observe what goes on in a real hospital where life and

death are. The research intends to investigate the factors

militating the use of fieldtrip in teaching and learning of biology in

secondary schools.

Learning is the act of acquiring new or modifying and reinforcing

existing, knowledge, behavior, skills, values or preferences which

may lead to a potential change in synthesizing information, depth

of the knowledge, attitude or behaviour relative to the type and

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range of experience (Mayer 2001). Learning is defined by Duru

(2011) as a process which involves the acquisition of new

knowledge, skills, values and experience which enables the

individual to modify or alter his action or to realize his goal. The

capacity to learn is possessed by human, animals and some

machines. Learning is not compulsory, it is contextual. It does not

happen all once, but it’s build upon and is shaped by what we

already know. He further states that learning is the alteration of

behavior as a result of individual experience. When an organism

can perceive and change its behavior, it is said to learn or

learning has taken place. Learning is a continuous phenomenon

which someone experiences or comes in contract with. This may

occur consciously or unconsciously with a positive change in

human behavior. Learning can occur in an organized and

unorganized setting. Learning that occur in an organized setting is

known as planned and structured learning. For example, learning

that takes place in the classroom which involves the teacher and

learner. While unorganized learning is the learning that occurs

informally (unplanned and unstructured). For example, outside

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the classroom, in our homes, in the playground, on the roads, in

churches, and other social gathering.

Learning takes place where there is proper and adequate

selection of the objectives, content, teaching styles, learning

styles, learning materials and learning environment. Learning

does not end with acquisition of knowledge or skill or ides. The

acquire skills must be habitually utilized by the person who

acquired them for learning to occurred.

The concept of teaching has been defined by various scholars

while the layman refers teaching as what the teacher does in the

class with the learner to make the learner learn. According to

Mkpa (2009), teaching is an activity consists of a body of actions

intended to induce learning through the conscious and deliberate

efforts of matured and experienced person to impart knowledge,

information, skills, and attitudes, beliefs to immature or

inexperienced individual. Teaching is the act of transferring

information to the learners in the classroom by the teacher.

According to Edmund (2011), teaching is an interactive process,

primarily involving classroom interaction which takes place

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between teacher and pupil and occurs during certain definable

activity. Teaching comprises of a set of events which affect

learners in such a way that learning is facilitated. Those events

may be sparked by a picture, a television, video, radio

programme, a computer-printed material or by any combination

of physical object under the directive of a teacher who has pre-

plan the events. Thus, the purpose of teaching is to assist the

student to acquire, retain, have self-development, understanding,

analyze, synthesize, be able to use knowledge, evaluate skills,

establish habits and develop attitudes, (Maduewesi & Eya, 2006).

STATEMENT OF PROBLEM

In most of our secondary schools, both students and teachers of

science in particular biology, complain of difficulties in getting on

with the subjects. Mostly those topics involving practical or hands

on activity. Students claim that the subject or probably the topic

is very vast and often they do not cover much before

examination. Surprisingly, student’s academic performance in

science particularly in the biology subject is nothing to write home

about as seen from previous results. The rate of students failure

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in biology in the May/June West African Senior Secondary School

Certificate Examination WASSCE was a reflection of the

disconnection between teacher and their pupils, hence there is

need for a new approach to bridge the gap in classroom learning.

A study which investigated factors that predict performance of

students of biology in secondary school in Oru West, Onah and it

was found that the performance in biology at this level depends

on teacher qualification and do not have the necessary practical

needed for their understanding of the topic or subject. Many still

complain that their biology teachers do not know how

to handle or teach the subject.

The Biology teachers on their own part argue that most of the

secondary schools lack necessary laboratory equipment for

effective teaching of the subject or topic.

PURPOSE OF THE STUDY

The general purpose of this study is to find out the factors that

militate the use of fieldtrip in teaching and learning of Biology in

Senior Secondary School in Oru West Local Government Area of

Imo State.

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The specific objective of this research work is to;

1. Ascertain if the time allocated to Biology militate against the

use of field trip teaching and learning of biology in secondary

school.

2. Determine if teacher factors hinder the use of fieldtrip in

teaching and learning of Biology in secondary school.

3. Determine if student’s factors hinder the use of fieldtrip in

teaching and learning of Biology in secondary school.

4. Determine if finance militate against effective teaching and

learning of biology in secondary school.

SIGNIFICANCE OF THE STUDY

The following people stand to benefits from the study such as;

i. The students

ii. The teacher

iii. The government

iv. The researcher

v. The secondary school board

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To the students: they stand to benefits from the result of the

study if the relevant resources for the teaching and learning of

biology are made available in the schools.

To the teachers: they will consider the study useful since it will

make them have the idea of fieldtrip in teaching of biology.

To the government: they will consider the study useful in that it

will give them an idea of the relevance of the proper teaching and

learning of the subject.

To the researcher: they will consider the study useful as a

result of the experience that will be derived from it, owning to the

ideas that will be unfolded.

To the secondary school board: they will consider the study to

be immense benefit as it will serve as a springboard from where

other ideas can emanate.

RESEARCH QUESTIONS

1. How does time allocated to biology militate against the use

of field trip teaching and learning of biology in secondary

school?

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 2. How does teachers’ factor hinders the use of fieldtrip in

teaching and learning of biology in secondary school?

3. How does students factor hinders the use of fieldtrip in

teaching and learning of biology in secondary school?

4. How does finance militate against effective teaching and

learning of biology in secondary school?

Scope of the Study

The research work is restricted to the factors militating the use of

fieldtrip in teaching and learning of biology in senior secondary

school in Oru-West Local Government Area of Imo State which are

encouraging effective learning, providing experience and learning

among students, provision of practical; approach for the students

and promotion of required qualities among the students.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to discuss and describe the

concepts that are involved in factors militating on the use of

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fieldtrip in teaching and learning of Biology. Also, to review

theorists and researcher whose works supported the research

topic. This chapter is therefore reviewed under the following

headings;

 Conceptual Framework

 Theoretical Framework

 Empirical Framework

 Summary of Literature Review

This has to do with concepts that are involved in the research

work.

Conceptual Framework

Biology

Biology is a natural science concerned with the study of life and

living organisms, including their structures, functions, growth

evolution, distribution and taxonomy. Modern Biology is vast and

composed of many branches and sub disciplines. Ndu

(2011) however, despite the broad scope of biology, there are

certain general concepts within it that govern all studies and

research, consolidating it into simple coherent fields. In general,

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biology recognizes the cell as the basic unit of life, genes as the

basic unit of heredity and evolution as the engine of new species.

It is also understood that organisms survive by consuming and

transforming energy and by regulating their natural environment

to maintain a suitable and vital condition.

Ndu (2011) said that, biology is the science of life, it is a process

or method of finding out or discovery which is organized to give

us better and in-depth understanding of the world around us.

William’s (2010) opined that people use biological concepts as

biotic part of their profession. It cares for personal and natural

lives. Biology is like government, it is of, for and by the people. It

gives people background knowledge needed for advance studies

in biological sciences, for examples, Medicine, Biochemistry,

Agriculture, nursing and fisheries etc. Concise English dictionary

defined biology as the scientific study of living organisms.

Inomiasa (2012) explained that, biology is a branch of natural

science that deals with the study of life, living and non-living

materials that are biotic and non-biotic materials.

FEILDTRIP

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Field trip has been defined as an excursion outside the classroom,

laboratory, or greenhouse and can be used to complement

materials taught or be a primary teaching activity for students in

a term, field-oriented course in order to learn and apply content

taught from previous coursework. Takia (2015)

Fieldtrip is also seen as the activities that are undertaken outside

the confines of building (i.e, in the outdoor), they can be

undertaken without the existence of any built facility or

infrastructure and also may require large area of land, water and

or air and may also require outdoor areas of predominately

unmodified natural landscape. Field trip studies are appreciated

when students with their teachers undertake trips to places of

biological importance such as mountainous environments,

mangrove areas, deserts, ocean, rivers, grasslands etc. and

others are excursion to zoological gardens, botanical gardens, fish

pounds, poultries and farm yards.

Maduabum (2015) asserted that for the students to see plants

and animals in relation to their natural environment aspect of

training in biology. Fieldtrip should be arranged because it results

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in the production of altitude not otherwise possible from time to

time. Students should be taken to places of great significance to

illustrate processes that have been discussed in the class and

they should be made to understand the real meaning of what

they are taught in the class by taking them to the field. The

realities of living things can only be seen in the natural

environments.

THE MAIN PRINCIPLES OF FEILDTRIP

1. Support of social learning process (discussion co-operation

learning).

2. Enhance active students’ engagement and participation.

3. Use of a natural environment for exploring phenomenon and

objects of nature.

4. Natural integrated knowledge and reinforced

interdisciplinary relationships.

THE PURPOSE OF FEILDTRIP

Wilson (2014) stated that fieldtrip are enriching experiences and

not only had direct object-based learning experience. They

expose the teachers and learners to first hand information and

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knowledge which is the ultimate basis of intellectual life. Teachers

express enthusiasm and gain experiences and ideas about

teaching science after engaging in fieldtrip and entertain

students, helping to make educational experience more relevant,

meaningful and memorable.

Learning and biological education traditionally takes place in one

or more of these different environments. The lecture theater or

classroom, the laboratory and the field [outdoor]. In biological

education, field trip activities are considered the key components

of the curriculum and when combined with lecture problems,

reading and workshops provides essentials experience necessary

for converting students into successful professionals.

Fieldtrip offer students the opportunity to learn what is involved in

all round management, make comparison with other

management cases and sharpen their own integrative ability,

insight and judgement without actual real-life cost.

PLANNING OF FIELDTRIP

According to Maxwell (2014), good planning must precede any

fieldtrip. Careful attention should be given to any place of

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selection. Pre-visit preparation of the place itself, appropriate

follow-up and evaluation during planning of any outdoor activities,

teachers are first advised to consult with their administration

regarding existing schools board policies and follow those

recommended procedures.

PLACE OF SELECTION

1. Identify the rationale/objectives and plan of evaluation for

the fieldtrip.

2. Select the site to be visited, contact the educational

coordinator for the site and arrange for the date and time.

The teacher should also obtain the pre-visit information

package if one is available, record addresses, direction,

contact persons, phone numbers and e-mail addresses.

3. The teacher should conduct a pre-visit to familiarize him or

herself with the major features of the place to be visited.

LOGISTICS PLANNING

According to Teamy (2015) logistics may involve:

1. Applying for administrative approval from departments,

chairperson, curriculum administrator or principal.

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 2. File requisition for bus transportation reservation

3. Make arrangement for meals, snacks, or lunch if needed,

arrange for special equipment supplies, film video camera,

digital camera.

4. Develop schedule for the day

5. Compose parents permission letter including parents’

signature, and provision for special needs of the students,

money needed and whether a child will need prescribed

medication.

Militating factors on the use of fieldtrip in teaching and

learning of biology in senior secondary school in Oru West
L.G.A of Imo State.
Dilson, Rickson, Teamy, and Sandal (2016) recognized several

factors that militate the use of fieldtrip learning under the

following headings;

Teachers Factor

Students Factor

Parental Factor

Economic Factor.

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TEACHERS FACTOR ON THE USE OF FIELDTRIP

Kewon (2010] argued that risk and complicated factors associated

with fieldtrip are such that many teacher are likely to use other

alternatives to fieldtrip, which may include, viewing instructional

materials/videos, performing laboratory experiments, conducting

campus fieldtrip, using power point presentation and inviting

guest speakers from the view, teachers are afraid of any event

that may occur along the time of the process thereby bringing in

an alternative to fieldtrip.

Hein (2017) has opinion that, teacher’s time and effort were seen

as negative factors, time is required for all planning but fieldtrip

can be more demanding.

Often resource people need to be contacted, resource materials

and relief lesson may also need to be prepared. Extended fieldtrip

uses teacher time out of school. Maline (2011) said that the

relationship between teachers in the school seems to involve

some antagonism, assuming that other teachers took advantage

of other teachers’ classes.

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Satterwait (2013) stress on the side of teachers that exhibit

various personal character which when adjusted to individual

circumstance may mare his or her personality. Teacher/students

relationship is very important in carrying out classroom/fieldtrip

activities. Teachers that are authoritative will never allow

students ask questions or explain to them the purpose of the field

work. To this end, whenever such teacher is leading a fieldtrip,

students tries to shy away or avoid the trip without knowing is for

their betterment.

Also, teachers who do not have leadership or coordinating ability,

when such task is given to them to organize, they tend to give

reasons that will hinder the trip.

STUDENTS FACTOR AFFECTING THE USE OF FIELDTRIPS

From the student’s perspective, time constraints due to job, social

or academic (class schedule conflict). Family obligation makes it

increasingly difficult for student to attend lengthy weekend or

day’s/field trip. Keowre (2014) students ought to be

psychologically and physically prepared for any upcoming

fieldtrip, have adequate knowledge pertaining certain field sites,

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and been familiar with the sites. He agreed that without been

physically and psychologically equipped, going to fieldtrip with

students will not yield any academic gain rather it will be a get

together for the students. He further stressed, that students will

prefer campus field trips, this implies that any trip that can be

accomplished within the vicinity of the campus. Supporting

Switzer (2015) said that teachers/instructors should walk around

the campus and immediate vicinity to determine possible

teaching topics, designed to fit into the normal time slot available

for the class, instead of length of campus fieldtrip that will take

week days.

Davis (2014) stressed that students get bored and exhausted

while sitting in a vehicle, the sheer number of students, along

with long traveling hours and low pre-student finding, may make

effective fieldtrip instruction difficult and challenging, causing the

idea of a fieldtrip to seem completely impractical. Also, the

chance of weather-related danger may not be a comfortable

environment for students especially if the group is with disabilities

or diverse.

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Lucas (2017) further stressed, that in some schools, students

referred fieldtrip as getting a day off from the normal school

activities, as a result of this, some students sees it as a great

opportunity to behave the way they like which tends to create

disadvantages to well to do students, though not academically

but behavior-wise.

PARENTAL FACTORS IN FIELD TRIPS

Fieldtrip as it is called can be seen as external learning whereby

students are presented with first-hand information. Wheeler

(2010) defined fieldtrip as leaving the classroom environment to

somewhere else for various purposes that may be outside

educational. The above definition, one can see that it is not only

on academics one can make trip, so to this view parents when

they hear that their children are going on fieldtrip, they tend to

think that it is waste of time and resources.

Ramalingan (2015) stressed that biology is a course of

everywhere, i.e. whatever that will be taught on biology are within

your reach because they, are not mere imagination or chemical

terms which exist in parenthesis. To this end, there is no need to

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travel before you understand of see it. In his agreement, he states

that field trip is of no importance towards understanding.

Anderson (2017) he opined that some parents don’t want their

children to go out from school as they will take it as an excuse in

going elsewhere, he also stressed that whatever a student cannot

learn from the teacher in the classroom, and from a textbook, it is

impossible for such students to understand it anymore, no matter

where the child is taken to.

Supporting this view, Manda (2010) said that biology studies are

day to day issue which you can see where ever you go, and every

practical’s about biology can be carried out within the school

environment, thereby needs no excursion or fieldtrip in order to

pass.

ECONOMIC FACTORS

Michie (2015) opined that a considerable amount of money and

time is consumed by students taking part in fieldtrip in all

subjects, so one could take the economic rationalist perspective.

Most times students don’t get value for their money and time

spent. They believed that the main purpose of taking fieldtrip was

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to give students first-hand information, real life experience which

they would not be able to have in the classroom or laboratory, but

most times we discover that many of the students sees fieldtrip

as having some time outside the classroom, while others sees it

as time to enjoy themselves outside the school. To the teachers,

some sees it as time to wave out some period in the classroom

time table. He further pointed out that the school administration

tries to shift responsibilities to students, the provision of transport

(and perhaps, money for their budget) and the allocation of relief

lessons to other members of the staff.

Grayford (2018) in his view, discovered that students sees the

money they are ask to pay for fieldtrip as extortion from the

school, as they have paid school fees to the school, and that the

extra fees should have been collected without their notice from

the school fees. Therefore, paying of extra money seems difficult

to collect from the students thereby hindering fieldtrips.

THEORETICAL FRAMEWORK

There are various research works and learning theories in

education and it can be applied to instruction of biology. The links

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in this section offers short overview of various aspects of this

research and how the learning theories positively influence the

teaching and learning of biology in Oru West L.G.A of Imo State.

Social learning theory

The social learning theory Albert Bandura (1977, 1986) and

Walter Mischel (1973). It can also be called observational learning

theory. Social learning theory states that most human behaviour

is learned observationally through modeling, from observing how

others forms an idea, how new behaviour are performed and on

later occasions this coded information serves as a guide for

action. This theory is related to this study because fieldtrip allows

students and instructors a chance to set out of the classroom

environment to the natural environment with the purpose of

observing things in their natural setting.

Constructivism

The constructivist social learning theory was postulated by the

developmental psychologist and philosophers, Jean Piaget (1896-

1980) and Lev. Vygotsky (1896-1834). Constructivism state that

“learning is an active, contextualized process of constructed

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knowledge rather than acquiring it’’. Knowledge is constructed

based on personal experience and hypothesis of the environment.

The biology student’s continuously tests these hypotheses

through social negotiation. Each student has a different

interpretation and construction of knowledge process. It is noted

that the biology students is not a blank slate (tubular rasa), he

brings past experiences, ideas, knowledge and cultural factors

into situation.

Ogunniyi (2018) opined that “when the biology students are able

to relate what they have learn in the past to any other situation,

learning is said to have been transferred to ensure active

participation and knowledge enhancement of students. Ofegbu

(2019) posited that “the teaching and learning of biology in Oru-

West L.G.A of Imo State requires that teachers encourages

students to pay active and participatory role in the class and

outside the classroom.

EMPIRICAL FRAMEWORK

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According to Augustina (2017) in her studies on the factors

affecting the use of fieldtrip in teaching and learning of biology in

senior secondary school which she adopted a descriptive design

with the population of (10) ten secondary schools in Owerri

Municipal, a sample of (5) five out of the ten schools was

employed.

From the data collected which was analyzed using the frequency

and mean statistics. From the findings it was revealed that

teachers do not properly utilize field trip method of teaching.

Some suggestion and recommendation on how to tackle these

factors affecting field trip in secondary school were made. These

include exposure of students and teachers to the importance of

field trip exercise by government and non-governmental agencies

and addiction of special time in the school curriculum for field trip

exercise.

In Aguocha, Eze Jennifer, Nwaele and Orji (2016) in their research

study on outdoor laboratory and its influence in teaching and

learning Biology in Alvan Ikoku Federal College of Education,

Owerri Imo State. The population of the study comprised of all the

26
N.C.E and Degree Biology students of Alvan Ikoku Federal College

of Education which yielded 1700. To ascertain that the

researchers used questionnaires which were validated by the

supervisor and some experts in measurement and evaluation and

were administered to one hundred and sixty (160) students which

were selected as the sample size from two (2) programme. Ten

per cent of the students out of the two selected programme was

used and this yielded to a total number of one hundred and sixty

(160) students. The sample percentage technique was adopted as

a method of analysis to the data obtained. The data collected was

duly analyzed and their interpretations were made. The

researcher’s findings show that school authorities providing the

equipment required were expressed. The researchers recommend

proper utilization of outdoor laboratory which will enhance

teaching and learning of Biology.

Osuoha, Deborah Amarachi (2018) in their studies on factors

affecting the effective teaching and learning of Biology in Isiala

Mbano L.G.A which they employed a descriptive survey design, in

the process of the study, three research question were raised b

the researcher. The population of the study was four hundred and
27
five (405) and total sample size of two hundred and twelve (212)

with the 50 per cent of the student population were selected

through simple random sampling techniques. The instrument for

data collection was nine (9) items structure analyzed using mean

and was presented in a tabular form. The analysis revealed that

some factors effecting teaching and learning of Biology in Isiala

Mbano L.G.A. based on the findings, it was recommended that

government should supervise and inspect schools without their

notice in order to know the rate at which they utilize the teaching

materials in learning, principals and school authorities should

serve as counsellors to any teacher whose methodology is poor,

in order to avert the attitude so that it would not pose problem in

teaching and learning.

Iwuoha Stella, Jemimah, Ubani (2015) in their study investigated

perceived factors militating against the effective teaching and

learning of Biology in Secondary Schools in Owerri Municipal

Council of Imo State. To guide the study, four research questions

were raised to guide the study, descriptive survey research

design was employed for the study of (225) students and (25)

teachers as respondents. A validated structured questionnaire

28
with mean X was used for analysis. From the data analysis, it was

revealed that schools use of instructional materials is essential in

effective teaching and learning of Biology. Teaching method

adopted by the teacher can significantly influence effective

teaching and learning of Biology which can be achieved.

Student’s learning environment and availability of laboratories

equipment have an effect on the effective teaching and learning

of Biology. Qualification and experience of teachers can also

affect effective teaching and learning of biology. Based on the

above findings, the researchers made some recommendation

which include teachers should make use of different instructional

materials as long as they are relevant to their lesson content,

government should equip the laboratories and provide learning

resources for students in all secondary schools.

SUMMARY OF LITERATURE REVIEW

The literature for this study focused on the three headings; the
conceptual framework, the theoretical and empirical framework.
Field trip is also known as excursion. It is described as an
educational trip arranged by the school in which a class go to

29
places in which the materials of instruction may be observed and
studies directly in their functional setting: for example, a trip to
factory, museum, game reserve, zoo or other co-operate facilities.

Based on the social learning theory, behaviour is learned

from the environment through observation, imitation and
modeling and also learners learn faster through observation,
imitation and modeling. On the other hand from social
constructivism theory, learning is active, contextualized process
of constructed knowledge rather than acquiring it. It is
constructed based on personal experience and hypothesis of the
environment.

Finally, other related research works which seems to convey the

same message were reviewed in empirical framework.

CHAPTER THREE

RESEARCH METHODOLOGY

In this chapter, the methods being employed in the research work

with the aim of achieving the objectives already defined in

chapter one and for the purpose of finding the implication in the

30
subsequent chapters. The chapter includes the following sub

headings

Design of the study

Area of the study

Population of the study

Sample and sampling techniques

Instrument for data collection

Validation of the instrument

Method of data analysis

DESIGN OF THE STUDY

The research design provided guidance which leads the

researcher towards solving the research problem. The researcher

shall employ descriptive survey design to elicit information from

the students on the factors militating the use of field trip in

Secondary School in Oru-West L.G.A of Imo State.

AREA OF THE STUDY

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The area of the study on which this research work is based is Oru

West L.G.A of Imo State. Oru West is one of the Local Government

in Orlu Senatorial Zone in Imo State with the head-quarters at

Mgbidi, along Owerri-Onitsha road.

POPULATION OF THE STUDY

The population for this study is all government owned Secondary

School in Oru West L.G.A of Imo State. There are eight hundred

and fifty-eight (858) students in the eight (8) Senior Secondary

Schools in Oru West L.G.A of Imo State. The schools with their

population are as follows;

Table 1; Population of the study

S/N NAMES OF THE SCHOOLS POPULATION OF THE STUDENTS

1 Ozara Secondary School 90

2 Comm. Secondary School 150

Mgbidi
3 Comprehensive Ubulu 120

4 Mgbidi Boys Sec. School 120

32
5 Ohakpu Tech. School 100

6 Nempi Secondary School 90

7 Comp. Sec. Sch. Ibiasoegbe 88

8 Umuorji Girls Sec. School 100

TOTAL 858

Source: Secondary Education Management Board (SEMB) 2020

SAMPLE AND SAMPLING TECHNIQUES

The researcher sampled (5) five out of the eight (8) eight

secondary schools in Oru-West L.G.A. Due to manageable size 5

per cent of the student were sampled using simple random

sampling techniques. This amounted to a sample size of (100)

one hundred biology students from each of the five schools. The

selected schools are as follows:-

S/N NAMES OF THE SCHOOLS POPULATION OF THE SAMPLED

STUDENTS SELECTED

1 Nempi Secondary school 90 18

2 Mgbidi Boys Sec. School 120 24

3 Umuorji Girls Sec. School 100 20

4 Ohakpu Technical School 100 20

5 Ozara Secondary School 90 18

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 TOTAL 500 100

Instrument for Data Collection

The instrument to be used for data collection is structured

questionnaire. This will be developed by the researcher in

accordance with the research questions. The questionnaire will be

divided into four sections, each of the sections contains four (4)

items that is based on each of the research questions respectively

which will be administered to the respondents. The response

pattern to the question will be based on the four (4) point Likert-

scale with the following points attached:

Strongly Agreed (SA) 4

Agreed (A) 3

Strongly Disagreed (SD) 2

Disagreed (D) 1

The respondents were made to mark (√) the following options that

bests describe their opinion.

Validation of the Instrument

34
To determine the validity of the instrument (structured

questionnaire), the researcher will submit the questionnaire to the

project supervisor and two experts in Measurement Evaluation

from the Department of Psychology in Alvan Ikoku Federal College

of Education and from biology department. The questionnaire will

be carefully corrected, modified to suit the expected standard;

this will guide the research properly in instrument administration

and data collection.

Administration of the Instrument

The questionnaires will be distributed to the respondents and

collected by the researcher. This will be achieved by meeting the

students in their respective schools to ensure prompt collection.

Method of Data Analysis

The collected data will be analyzed using the cumulative mean.

The weight assigned to the scale is shown below:

Strongly Agreed (SA) 4 points

Agreed (A) 3 points

Disagreed (D) 2 points

Strongly Disagreed (SD) 1 point

35
The mean of the score is collected as:
−
X=
∑ FX
N
−
Where X = Mean

∑ = Summation sign

F = Frequency

X - Score

N = Total Number of respondents

−
10
X =4 +3+2+1= =2 .5
Therefore, 4

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APPENDIX A

Department of Religion and

Cultural Studies,
A. I. F. C. E,
Owerri.

40
 18/06/2019.

Dear Respondent,

I am a final year student of the above mentioned school. I

am carrying out a research project on “Militating factors on the
use of fieldtrip in teaching and learning of biology in senior
secondary schools in Oru West L.G.A, Imo State

Kindly respond freely to the questions below. This exercise is

strictly for academic purpose and any information supplied will be
treated confidentially

Thanks
Yours Faithfully

OGARAKU ASSUMPTA C
Researcher

APPENDIX B

QUESTIONNAIRE

Section A: Bio-Data

School:_____________________________

41
Class:______________________________

Age:_______________________________

Sex: Male Female

Section B: Please tick (√) in the space provided by the side for the

correct research Question

RESEARCH QUESTION ONE: How does time allocated to biology

affect the topic?
S/N QUESTIONNAIRE ITEMS SA A D SD
1 Short period of time allocated to biology lead to
anxiety in the subject
2 Insufficient time affect interest of the student
3 Insufficient time management affect field trips
4 Insufficient time for biology in the time table
affects student desire against field trips

RESEARCH QUESTION TWO: How does teacher factors hinder

the use of fieldtrip in teaching and learning of biology in
secondary school?
S/N QUESTIONNAIRE ITEMS SA A D SD
1 Utilization of diverse instructional method such
as viewing instructional materials/videos
2 Use of laboratory instruction including in-door
and out-door, to perform laboratory
experiment
3 Lack of teachers skill to use field trip as a

42
 teaching method.
4 Personal character of the teacher.

RESEARCH QUESTION THREE: How does students factors

hinder the use of fieldtrip in teaching and learning of biology in
secondary school?
S/N QUESTIONNAIRE ITEMS SA A D SD
1 Time table congestion

2 Emotional state of the students

3 Financial constraints

4 Students prefer campus field trips

RESEARCH QUESTION FOUR: How does finance militate against

effective teaching and learning of biology in secondary school?
S/N QUESTIONNAIRE ITEMS SA A D SD
1 Lack of support from the school administration

2 Inadequate use of fund allocated to the

subject.

3 Funds are not allotted to the schools by the

Federal/State government

43
4 lack of educational instructional materials
like textbook, visual and audio visual aids,
laboratories, conducive learning
environment

44