The Use of Field Trips in the Teaching and Learning of Science at Komenda College of Education in the Central Region of Ghana

Science Education

The goal of this study was to perceive how field trips are used in scientific teaching and learning at Komenda College of Education in Ghana's Central Region. In a descriptive study, questionnaires were utilized to collect data from 240 students and all science tutors 7 at Komenda College of Education. Statistical Package for Social Services version 17 was used to analyze the data. The ultimate agreement (2.5 and above) or disagreement with the statements was determined by computing the Means for all of the statements from the weighted averages (below 2.5). Students viewed field trips as a recreational activity and did not think they could be useful as a science teaching approach although tutors were aware of their importance in education. College authority's lack of support is the most important challenge affecting the use of field trips as a teaching and learning approach in the teaching and learning of science were found to be administration and curriculum inflexibility, difficulty in accessing transportation (including cost), and unwillingness on the part of receiving institutions and companies to receive students on certain days of the week. The recommendations include raising awareness of the value of field trips in science teaching and learning at all levels of education, as well as including college administration and students in decision-making when planning for any educational trip. Field visits should also be used in all areas of teaching, particularly scientific sessions, with a focus on the objectives to pique students' enthusiasm for using field trips. The recommendations included creating awareness of the importance of field trips in the teaching and learning of science, and involving College Management, parents and students in the decision-making process. Again, field trips should be part of lessons, with a stress on the objectives to stimulate students’ interest in the teaching and learning of science.

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