Effect of outdoor learning inquiry-based activities on learners performance in science: A sequential explanatory design

Contemporary Educational Researches Journal Pub Date : 2024-05-20 DOI:10.18844/cerj.v14i2.9327

Maria Liza I. Berandoy, G. L. Villonez

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Abstract

This study aimed to determine the effect of Outdoor Learning Inquiry-Based Activities (OLIBA) on the performance of grade 5 students in science. A sequential explanatory mixed methods design was used in the study. The respondents were the 180 grade 5 students from the representative divisions in Region XI. Sixty (60) grade 5 students from each division namely Davao Occidental, Tagum City, and Davao City were considered as respondents. The study utilized two instruments; the standardized test and the researcher-developed interview guide. The statistical tools employed were Mean and standard deviation and Independent Samples t-test. The results revealed the pretest performance of the students in the experimental and control groups in the three divisions was described as fairly satisfactory. Also, the students in the experimental group demonstrated an outstanding performance in the posttest due to the use of OLIBA while the control group registered a very satisfactory performance with the use of the traditional style of teaching. The result of qualitative analysis of participant's experiences in the pretest revealed similarities in content difficulty. After the implementation of OLIBA, both pupils and teachers revealed similarities in knowledge acquired and engagement due to OLIBA. Keywords: Inquiry-based; learners; outdoor learning; performance; sequential explanatory

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户外学习探究式活动对学习者科学成绩的影响：顺序解释设计

本研究旨在确定户外学习探究式活动（OLIBA）对五年级学生科学成绩的影响。研究采用了顺序解释混合方法设计。研究对象是来自第十一区有代表性的分部的 180 名五年级学生。每个分区（即西达沃、塔古姆市和达沃市）有六十（60）名五年级学生被视为受访者。研究使用了两种工具：标准化测试和研究人员编写的访谈指南。采用的统计工具有平均值和标准差以及独立样本 t 检验。结果显示，实验组和对照组的学生在三个分部的前测成绩相当令人满意。此外，由于使用了 OLIBA，实验组学生在后测试中表现出色，而对照组学生在使用传统教学方式的情况下表现非常令人满意。对参与者在前测中的体验进行定性分析的结果显示，他们在内容难度上有相似之处。在实施户外探究式教学法后，学生和教师在所学知识和参与度方面都有相似之处：探究式；学习者；户外学习；表现；顺序解释性

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Contemporary Educational Researches Journal

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