National Science Education Standards
Journal of Geological Education · 1995
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The major purpose of this study was to determine the effects of field experiences on students’ knowledge of process of science and biology achievement. The design of the study was experimental, 2 x 2, pre-test, post-test control group design. The sample of the study consisted of 100 biology students in two intact classes. Four research questions were raised and collapsed to four hypotheses. The first three hypotheses were tested with t-test statistic at 0.05 level of significance. The fourth hypothesis was tested with Pearson Product Moment Correlation Statistic. The major findings of this study included: a significance difference in process of science scores between pre-test and posttest of field trip students; a significant difference in process of science test scores between students exposed to field trip experiences and those who were not exposed; a significant difference in biology achievement test scores between students exposed to field trip experiences and those who were not; and a strong correlation between process of science score and biology achievement score. It was concluded that field trip experiences enhanced students’ understanding of process of science, improved students’ attitude towards biology and significantly influenced their biology achievement.