The Use of Outdoor Learning Strategy in Science Pedagogy: Interactive Learning Inclusion for Basic Students

Funmilayo Elizabeth OLU-AJAYI

Funmilayo Elizabeth OLU-AJAYI Bamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti, Ekiti State, Nigeria

Keywords: Outdoor learning, Science pedagogy, Interactive learning, Students

Abstract

Ensuring children’s interest and participation is imperative for learning in a basic science class. Outdoor learning strategy could be a mean to achieve this. The study investigated the use of outdoor learning on children in basic science classes. The design used was descriptive research of survey type. Participants in the study included one hundred and twenty (200) Junior Secondary School Two children of basic science from three randomly selected Government Colleges in Ekiti State. The instrument used was a validated questionnaire titled Outdoor learning in Basic Science(OLBS). Reliability value of the instrument, 0.78 was ascertained through test retest method. The two hypotheses formulated in the study were inferentially analyzed using regression analysis. It was concluded that there is significant impact of use ofoutdoor learning on science pedagogy. It was recommended from the study that outdoor learning strategy should be made compulsory for some specific topics of the science curriculum.

Author Biography

Funmilayo Elizabeth OLU-AJAYI, Bamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti, Ekiti State, Nigeria

Department of Science Education,

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