EFFECTS OF OUTDOOR AND INDOOR LEARNING ACTIVITIES ON JUNIOR SECONDARY SCHOOL STUDENTS’ SCIENCE PROCESS SKILLS IN BASIC SCIENCE AND TECHNOLOGY
Ogundare, Samuel Akinola & Yohanna Janet Kaneng
The study determined the effects of outdoor and indoor learning activities on junior secondary school students’ science process skills in basic science and technology. Simple random sampling technique was employed to select 117 Junior Secondary School two students from four schools in Gombe Local Governments, Nigeria for the study. Participants were randomly assigned to outdoor and indoor learning activities. The treatment lasted for 6 weeks. One main instrument was developed by the researchers, validated and used; Science Process Skills Test(r = 0.86). Two hypotheses were raised to test the significant difference between outdoor and indoor learning activities in basic science and technology and significant difference between gender and students’ science process in basic science and technology in selected concepts. The two hypotheses were tested at 0.05 level of significance. Data were analysed using t -test analysis. Findings revealed that there was significant difference in the science process skills of learners in outdoor and indoor learning activities. Students in outdoor learning activities were better in science process skills than those in indoor learning activities. The results also showed that there was no significant difference in the science process skills of male and female students. Based on the findings of the study, it was recommended that basic science and technology teachers should be encouraged to promote science process skills of learners by involving students in outdoor learning activities.
Keywords: Learning Activities, Junior Secondary Schools, Science Process Skills, Basic Science.