Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

Prospects and Challenges that Teachers and Learners

Face when using Field Study in Teaching and
Learning Biology Subject at Ordinary Level of
Secondary Education: A Case Study of Public
Secondary Schools in Morogoro Municipality
Thobias Francis1 Dr. Solomon Wachara Omer 2
Jordan University College Jordan University College
A Constituent College of St Augustine A Constituent College of St Augustine
University of Tanzania P.O. BOX,1878 University of Tanzania P.O. BOX,1878
Morogoro-Tanzania Morogoro-Tanzania

Abstract:- Learning that occurs in a field setting is widely Keywords:- Prospects, Challenges, Public Secondary
recognized as a very effective approach to connect science Schools, Field Study, Teaching.
content to the real world. It is also a powerful experience
that promotes the development of learners’ scientific I. INTRODUCTION
skills, enhances active learning and promotes enthusiasm
to biology subject among students. However, teaching Learning that occurs in a field setting is a powerful
biology through field study encounters several challenges experience that promotes the development of new generations
that impedes effective implementation in public of creative scientists, enhances environmental literacy, and
secondary schools. Thus, this study seeks to investigate instills social responsibility in our citizens, field study in
the Prospects and Challenges that Teachers and Learners Biology typically involves studying free-living wild animals
Face when using field study in teaching and learning and plants in which the subject is observed in their normal
biology at ordinary level of secondary education and to habitat (Shibrot et al 2022). Field studies are essential for
establish remedial measures to address these challenges. understanding life and the biological sciences, as they provide
The study uses purposive sampling to select 56 a grounding for research strategies. Reforming biology
respondents from 107 population including 10 heads of requires examining intersections of structural,
public secondary schools and 46 biology teachers. The methodological, and societal practices on multiple levels
study also adopted a concurrent transformative mixed (Tanner et al, 2021). A holistic approach to science educators
approach. Data were collected by using interview guide is crucial to ensure students' lives are connected to the world
and questionnaire. The reliability of the instruments was around them this poses challenges for teachers, students,
tested by computing Cronbach’s coefficient alpha (α) planners, and policymakers in developing countries (Semali
during pilot study where inter-item correlation was 2012). Furthermore, Field-based experiential learning fosters
proved to be r = 0.872. The qualitative data was confirmed passion and commitment in STEM subjects by allowing
to be credible, transferable, confirmable and dependable students to apply skills and knowledge in authentic contexts,
through trustworthiness. The quantitative data analysis enhancing academic skills and contextualizing learning
was done through Statistical Package for Social Science across disciplines (Zhan et al., 2022). Field experiences
(SPSS) version 25 computer, while qualitative data were enhance human-nature relationships and sustainability,
analyzed thematically. The study identifies institutional
barriers to field study such as inadequate resources, However, Washinton National Research Council (2009)
overcrowded classes and fear of risk. Teachers face stress that, when learning is discussed, it is most often
barriers such as traditional teaching styles, shortage of assumed to occur in the formal classroom setting despite the
biology teachers, inadequate training, lack of experience, fact that learning can be contextualized, affected by
and fear of student risks. To address these challenges, the motivation, expectation, prior knowledge, experience, prior
study recommends that the collaboration between school interests, beliefs, control, and choice. A study by Ortiz (2020)
administrators, and field site management ad teacher’s on A Professional Development Opportunity for Educators in
training may foster a positive school culture, resource California (USA) also found that lack of hands-on activities
mobilization, employing more teachers, formulating environmental education in many primary school systems is
supportive policies and utilizing school surroundings for due to lack of funds, large classroom sizes, and overloaded
study. school curricula. Institutional economic factors as
determining factor of how science is implemented is also
highlighted by Zhan et al (2022). Amoah et al (2023) found

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

that insufficient resources from the Ministry of Education in students' social environments, such as biology, where they are
Ghana hinder effective biology study in selected central taught to understand nature through Western classifications.
regional schools. Abimbola & Abidoye, (2013) revealed that In sub-Saharan Africa, school systems are facing a decline in
in Nigeria some Biology teachers are not adequately teaching materials supply and education quality due to insufficient,
ecology due to their difficulty in certain syllabus areas. inefficient, and unsustainable funding levels (Stelah et al.,
(2022).
Between 1965 and 2007, Tanzania implemented several
science education projects, including the Science Education School institutions continuously shift focus from
in Secondary School Project (SESS) and the Science classroom-based teaching to competence and hands-on
Improvement Project, to improve secondary science and activities, with the sustainability of this shift largely attributed
mathematics classroom performance and develop teaching to institutions as driving forces and custodians of culture and
materials. These projects highlighted a lack of holistic practice. Harvey et al., (2020) indicate that British schools are
approach to science education that would ensure students underutilizing their habitat grounds, indicating a need for
were connected to their environment around them. Matogwa curriculum changes to fully utilize these spaces. Scott et al.,
(2023) revealed that, Tanzanian students memorized facts (2014) identified barriers to biological fieldwork in the UK,
applicable neither to their indigenous knowledge and culture including school culture, teachers, organizational practices,
nor to their lives outside the classroom. Concern for the cost constraints, and child behavior. Furthermore, EI-
current research study is based on school identifying Deghaidy (2017) revealed that institutional limited resources
administrative and Teachers factors that impede biology field impact teaching activities implementation. Higenyi et al.,
study in secondary schools. The study proposed solutions to (2017) in Uganda highlighted the importance of relationships
such challenges. with stakeholders and overcrowded classes in failure to
implement teaching activities and programs. Wolf et al.,
Kinyota's (2020) revealed that challenges like large (2022) established barriers to outdoor study implementation,
class sizes, insufficient time allocation, and overemphasis on that include insufficient experience and training, lack of
content coverage in science teaching, highlighting the need collaboration, creativity, and strategies for outdoor learning
for improvement. Meanwhile, United Republic of Tanzania, and sustainability in UK. Additionally, Borsos et al., (2022)
through its Institute of Education (TIE) (2023) proposed stress that teachers are dissatisfied with the knowledge they
competence-based biology syllabus for ordinary secondary have received during their training.
education from 1 to form 4 which suggests teaching and
learning methods for each activity which includes field visits, Dillon et al., (2016) found that outdoor learning in the
practical work, research, project works among others. UK faces challenges such as fear, natural hazards, threats,
Teachers are expected to plan and use other appropriate physical discomfort, getting lost, encountering snakes, or
methods based on the environment or context. All the poisonous plants. Kandamby (2018) study highlights the
teaching and learning methods should be integrated with the crucial role of teachers in enhancing learning through field
everyday lives of students. The syllabus gives clear directive study in Sri Lanka, highlighting their role in organizing,
such as, to acquire communicating skills using scientific conducting discussions, monitoring progress, and providing
biological terminologies and competencies. feedback. In a related study Njati (2022) established the need
for up-scaling resource mobilization for competency-based
Currently (2023), the United Republic of Tanzania's curriculum implementation due to institutional insufficient
Institute of Education has proposed a competence-based resources that hinders individual schools' ability to make
biology syllabus for secondary education, incorporating field equitable resource trade-offs.
visits, practical work, research, and project work. The
syllabus aims to integrate teaching methods with students' Çimer (2011) found that biology learning is challenging
every day’s lives and promote communication skills using due to the topic's nature, lack of resources, and teachers'
scientific biological terminologies and competencies. TIE is teaching style in Turkey. To improve learning, strategies like
recommended that; Field visit should include students’ visual materials, practical work, and connecting topics to
guidance in collecting various living things around the school daily life are recommended. Zhan et al., (2022) highlights the
compound and grouping all the items according to their importance of teachers' professional development,
similarities. Furthermore, the learning activities to include interdisciplinary integration, technology adoption, and
conducting field trip such as guiding students to visit nearby pedagogy application in enhancing learning in China.
health facility to learn about types of blood cells, blood Furthermore, Fleischner et al., (2017) (earlier cited), found
groups, blood pressure and blood transfusion. Thus, the that instructors face numerous financial, logistical, legal, and
syllabus recognizes importance of field study in biology. attitudinal challenges in implementing field study that
consuming time that could be better spent on student
Mabula (2012) highlighted the challenges of promoting engagement in field experiences.
science subjects for secondary school students due to
shortages of teachers, resources, textbooks, and teaching aids. Meanwhile, Mabula (2012) (earlier cited), reveal that
Matogwa (2023) on secondary school science education in the teaching and learning of science is more theoretical than
Tanzania reveals that students consume distorted natural observational, experiential and experimental based. This
sciences, preventing the development of science and situation affects the interest of students to take these subjects
technology., added that knowledge is often disconnected from in their higher studies. In the current efforts for curriculum

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

reform, planners continue to struggle with colonial legacies II. RESEARCH METHODOLOGY
and the evidence is seen in highly structured and prescriptive
physics, chemistry and biology syllabi, originating from The study adopted a concurrent transformative mixed
Tanzania Institute of Education in the Ministry of Education method research approach. According to Creswell (2014),
and Vocational Training. Additionally, even though teachers this methodology is employed when a researcher uses two
are encouraged to adapt the prescribed subject matter to local distinct methods to confirm or corroborate findings within a
environment and between a student’s world of life and school single study. The study used purposive sampling to select 56
science, few teachers attempt the border-crossing to utilize respondents that included 10 school heads, 46 biology
surrounding environment. teachers. Data were collected by using interview guide and
questionnaire. The reliability of the instruments was ensured
However, Mkimbili et al., (2019) study suggests that it by computing Cronbach’s coefficient alpha (α) during pilot
is important to enhance student motivation in science subjects study, where inter-item correlation was proved to be r =
through local resources, study tours, real-life examples, and 0.872, while qualitative data was confirmed to be credible,
practical work in schools, while contextual challenges should transferable, confirmable and dependable through
be looked at. Moreover, Çimer (2011) (earlier cited) revealed trustworthiness. Quantitative data analysis was done through
that Strategies for effective biology learning include visual Statistical Package for social science (SPSS) version 25
materials, practical work, curriculum reduction, using computer and qualitative data were analyzed thematically, all
appropriate study techniques, connecting topics to daily life together helped researcher to identify both schools’
and making learning interesting. institutional factors and teacher factors that affect field study
in biology teaching in public secondary school, and to
Abimbola & Abidoye (2013) recommend fieldwork and establish remedial measures to address the identified
practical on Ecology should be carried out satisfactory in challenges.
Nigeria schools, Additionally, Amoah et al (2023)
recommends sponsoring teachers to seminars and workshops, III. FINDINGS & DISCUSSION
and employing qualified, experienced teachers to build a
strong foundation in biology in Ghanaian schools. Dillon et The study investigated the prospects and challenges of
al (2016) emphasize the importance of meticulous planning, conducting field studies in teaching biology using a
thoughtful implementation, and follow-up in outdoor questionnaire and interview guide. It analyzed institutional
learning, considering factors like students' fears, prior and teacher factors that hinder field studies, and suggested
experiences, and preferred learning styles for effective solutions to address identified challenges. Respondents were
biology teaching. Furthermore, Jeronen et al., (2016) on asked to express their opinions on the presented items by
teaching methods in Finland's biology education and stating whether they agreed, neutralized, or disagreed.
sustainability recommend that including outdoor education,
highlighted the importance of group work and active learning. Table 1 present the distribution summary of
Thus, reviewed literature points toward the value of teaching respondent’s views on institutional factors that hinder field
methods that can provide a good introduction and supportive study in biology teaching. (The other 10 participants were
guidelines and include active participation and interactivity in involved in qualitative data collection)
the field.

Table 1 Institutional Factors that hinder Field Study in Biology Teaching (n=46)
Item AF (%) NF (% DF (%) Total F (%)
Lack of adequate fund 43 (93.4%) 0(0%) 3(6.5%) 46(100%)
Complicated administrative permit procedures 25 (54.4%) 11(23.9%) 10(21.7%) 46 (1005)
Lack of cooperation from school administrators 20(43.5%) 12(26.1%) 14(30.4%) 46(100%)
Fear of risk management by administrators 31(67.4% 6(13%) 9(19.6%) 46(100%)
Head of school heavy load 29(63%) 12(26.1%) 5(10.9%) 46(100%)
Overcrowded curriculum 40(87%) 1(2.2%) 5(10.8%) 46(100%)
Lack of coordination by school management 35(76.1%) 1(2.2%) 10(21.7) 46(100%)
Inadequate time 32(69.6%) 10(21.7%) 4(8.7%) 46(100%)
Lack of equipment for field study 26(56.5%) 7(15.2%) 13(28.3%) 46(100%)
Poor field study planning by administrator 28(60.9%) 7(15.2%) 11(23.9%) 46(100%)
Transportation problem 24(52.2%) 36.5%) 19(41.3%) 46(100%)
Poor communication between SA and FSM 14(30.4%) 11(23.9%) 21(45.7%) 46(100%)
Lack of accountability by SA 15(32.6%) 6(13.0%) 25(54.4%) 46(100%)
Lack of commitment by SA 24(42.2%) 4(8.7%) 18(39.2%) 46(100%)
Low support to teachers from SA 35(76.1%) 6(13.0%) 5(10.8%) 46(100%)
Insufficient field work training from TI 33(71.7%) 10(21.7%) 3(6.5%) 46(100%)
Over emphasis of content coverage in teaching 27(58.7) 6(13.0%) 13(28.3%) 46(100%)
Low motivation by SA 29(63.0%) 6(13.0%) 11(23.9%) 46(100%)
Insufficient supply of resources 34(74.0%) 5(10.9%) 7(15.2%) 46(100%)

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

Low community involvement in field study issues 29(63.1%) 5(10.9%) 12(26.1%) 46(100%)
Shortage of SET needed for special need students 32(69.6%) 7(15,2%) 7(15.2%) 46(100%)
School culture 32(69.6%) 6(13.0%) 8(17.4%) 46(100%)
Difficult in FLA by School Administrator 26(56.5%) 9(19.5%) 1123.9 46(100%)
WV included in curriculum leaving behind SE 25(54.3%) 1(2.2%) 20(43.5%) 46(100%)
Low moral by administrator 31(67.4%) 4(8.7%) 11(23.9%) 46(100%)
Pressure to meet assessment and inspection targets 34(73.9%) 4(8.7%) 8(17.4%) 46(100%)

Table 1 reveals a lack of adequate funds 43(93.4% as learning environment alone will not bring about significant
the main institutional challenge affecting effective field study changes to teacher practices nor students’ learning
in biology, consistent with Nzikako & Warue (2023) findings experiences but supporting teachers to perceive and utilize
that stressed lack of science-outdoor education in many spaces that offer multiple activity setting is necessary. Low
primary systems is primarily due to a lack of funds. During support to teachers, viewed as an institutional factor, hinders
interview, a respondent opined that. regular field studies in biology. Supporting teachers to use
multiple activity settings and fostering a sense of connection
Inadequate funding is a challenge for Biology field and belonging, as per SDT Theory by Ryan and Deci (2017),
study were by fee free education gives inadequate fund yet is crucial for promoting participation in field study activities.
parents resist to make any contribution due to lack of
Understanding of the policy, therefore, teachers sometimes The fourth sub item that respondents considered as an
do internal field studies only (HT2). institutional factor that hinder field study in biology teaching
was insufficient supply of resources 34(74.0%). This finding
HT2 reports inadequate government funding to run is supported by Njati (2022) who found that insufficient
activities for schools through fee-free education policy, with teaching and learning resources hinder schools' ability to
parents resisting contributions due to lack of understanding, make equitable decisions regarding competency-based
and public schools primarily rely on government capitation curriculum implementation. This finding seems to suggests
grants. It seems that Biology teachers are facing a significant that inadequate resources, such as protective gear, can hinder
challenge in acquiring necessary materials for field study. students' access to diverse field sites, limiting their exposure
Therefore, it can be said that lack of adequate financial to various habitats and species in biology teaching.
support from administrators to cover field study expenses
hinders field studies conduction. Inadequate training 33(71.7%) was the fifth sub item
that respondents considered as an institutional factor which
The second sub item in rank order was on overcrowded impedes field study in biology. This finding is supported by
curriculum 40(87%). Respondents identified that Labak & Labak &Blažetić (2023) and Nurgaliyeva et al
overcrowded curriculum as institutional challenge that hinder (2022) who revealed that training of teachers focuses on self-
effective field study in Biology. This finding concurs with development and professionalism, which in turn enhances
Takeda et al., (2021) who revealed that curriculum contents their teaching skills through fieldwork. Based on this finding,
play a significant role in promoting or hindering lack of field work training appears to negatively affect field
sustainability of experiment and scientific techniques. This study in biology teaching, possibly due to current preparation
implies that a more comprehensive field-based learning programs prioritizing theoretical knowledge over practical
experiences depends on number of activities indicated in experience, that makes teachers feel underprepared and
curriculum. During interview a participant explained that: unconfident that hinders their ability to provide students with
field study learning experiences. The SDT theory also support
Biology field studies needs more time than classroom this finding by emphasizing that an individual need to be
teaching, Biology curriculum content should be reduced to confident in order to be motivated to participate in specific
have more time for field studies because there are too many teaching or learning activity.
concepts needed to be covered in short time frame (HT7).
The seventh sub items that were viewed as a hindrance
The respondents (HT7) believe the current curriculum to field study in Biology were fear of risk management by
is overloaded with activities, hindering effective field study, administrators 31(67.4%) and low moral by administrator
and advocate for a more focused curriculum to allow more 31(67.4%). This implies that both risk management and low
time for regular biology field studies. The finding suggests morals on the part of Heads of school’s towards biology field
that reducing curriculum content could facilitate competency- studies were considered as institutional challenges that hinder
based curriculum implementation by exposing students to the field study in biology. This finding is in tandem with Dillon
environment through biology Field studies. et al (2016) who stressed that possible natural hazards, getting
lost and encountering snakes or poisonous plants were
The third sub item was low support to teachers from reasons which causes fear to effective biology teaching. This
school administrator 35(76.1%). The respondents viewed low seems to imply that School Heads fear to be hold accountable
support to teachers as institutional factor that hinder carrying for risks that might happen to students and teachers during
out regular field studies in biology. This finding concurs with field studies. Thus, fear can lead to restrictions on outdoor
Young et al (2021) who stressed that offering innovative teaching, discouraged field studies ultimately favoring indoor

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

learning environments out-door learning. Therefore, it is traditional ecological knowledge of indigenous and other
important for Government and schools’ management to non-Western cultures while the application of local wisdom-
initiate measure such as providing safety training and based learning model and tools was quite effective in
ensuring schools are equipped with first aid kits. Safety improving student learning outcomes. Based on the finding it
knowledge and skills from training will reduce fear and build appears that students memorize facts applicable neither to
confidence to Heads of schools towards field studies. their indigenous knowledge nor their lives outside the
classroom. Western-influenced biology curriculum often
On the sub item on western values included in neglects diverse flora and fauna present in local environment,
curriculum leaving behind surrounding environment focusing on North America or Europe, neglecting the rich
25(54.3%) respondents’ views was slightly above average. biodiversity and ecological challenges in another region.
That, teachers and learners regarding the biology field studies Therefore, it can be concluded that, a biology curriculum that
as a foreign ideology is an impediment fact. This finding is in prioritizes Western values creates a significant institutional
line with Kugara & Mdhluli (2023) who stressed that barrier to field.
dominance of Western scientific perspectives within the
standard biology curriculum led to ineffective field study in Table 2 present the distribution of the summary of
biology. Furthermore, Ramdiah et al (2020) opined that respondent’s views on teacher’s factors that enhance or
curriculum often prioritizes the contributions of Western hinder field study in biology. (The rest 10 respondents were
scientists neglecting the significant discoveries and involved in qualitative data collection)

Table 2 Teacher’s Factor that Hinder Field Study in Biology Teaching. (n=46)
Item A N D Total
Lack adequate training by teachers 34(73.9%) 9(19.6%) 3(6.5%) 46(100%)
Large classroom size 44(95.6%) 1(2.2%) 1(2.2%) 46(100%)
Lack of appropriate training by teachers 33(71.8%) 6(13.0%) 7(15.2%) 46(100%)
Poor preparation by teachers 23(50%) 9(19.6%) 14(30.4%) 46(100%)
Lack of Teacher’s accountability 28(60.9%) 7(15.2%) 11(23.9) 46(100%)
Lack of commitment by teachers 27(58.7%) 9(19.6%) 10(21.8%) 46(100%)
Low support from school Management 27(58.7%) 6(13.0%) 13(28.2%) 46(100%)
Low level of understanding of FS matters by teachers 31(67.4%) 6(13.0%) 9(19.6%) 46(100%)
Shortage of biology teachers 34(74.0%) 6(13.0%) 6(13.0%) 46(100%)
Low motivation by teachers 33(71.8%) 2(4.3%) 11(23.9%) 46(100%)
Lack of experience in field study 33(71.8%) 4(8.7%) 9(19.6%) 46(100%)
Lack of creativity by teachers 32(69.6%) 5(10.9%) 9(19.6%) 46(100%)
Lack of field study strategies 31(67.4%) 7(15.2%) 8(17.4%) 46(100%)
Teacher’s traditional style of teaching 35(76.1%) 7(15.2%) 4(8.7%) 46(100%)
Inadequate time for field study 37(80.4%) 4(8.7%) 5(10.9%) 46(100%)
Difficult to manage student’s 29(63.1%) 10(21.7%) 7(15.2%) 46(100%)
Fear of risks to students 31(67.4%) 4(8.7%) 11(23.9%) 46(100%)
Low opinion towards field study 18(39.1%) 10(21.7%) 18(39.1%) 46(100%)
Rigidity of teachers to change 23(50.0%) 10(21.7%) 13(38.2%) 46(100%)
Lack of confidence by teachers 17(37.0%) 9(19.6%) 20(43.5%) 46(100%)

Table 2 shows that the first sub item in order of Respondent (HT3) suggests that high class sizes pose
respondent was large classroom size 44 (95.6%) that score challenges in student management and increase safety risks.
highest percentage as the teacher’s prime factor that hinder Based on the findings it seems the large number of students
field study in biology. This finding is in line with Lombardi per class hinders the field studies’ teaching and learning
et al (2021) who revealed that education team usually works process. Hence, it can be recommended that educational
with a large group of students, which is harder to motivate practitioners should ensure that there is a small or reasonable
and control. they need to be sub-divided into small groups, number of students per each class for effective field study
nevertheless, the necessity to do a direct observation with conduction.
large groups of students during teaching can take the focus
away from the education goal. During face-to-face interview The second sub item of inadequate time for field study
a respondent noted: 37 (80.4%) implies that Teachers often struggle to integrate
field studies into their biology teaching plan or scheme. This
Field studies tours are rare because our biology classes is because they have to struggle to teach large and or
are overcrowded leading to management hurdle and overcrowded classes with a lot of curricular activities within
increases chance of risk when students are outside the school a limited timeframe. This finding is in agreement with
compound (HT3) Petersen et al (2020) who revealed that substantial work goes
into planning and implementing field trips, specifically

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
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relating to the time each stakeholder devotes to preparing for There is a need for Training to my Biology teachers on
these excursions. During the interview a respondent noted: how they can conduct Field study and use available schools’
environment to reduce cost for field studies (HT7).
Biology field studies needs more time than classroom
teaching, Biology curriculum content should be reduced to Respondent HT7 views appear to acknowledge the
have more time for field studies because there are too many demand for Teachers training to facilitate schools’ out-door
concepts needed to be covered in short time frame (HT7). field studies. Training appears to promote teachers’
competence in planning and conducting field studies. This
Participants HT7 seems to imply that biology teachers finding is also supported by Ryan and Deci (2017) in SDT
face challenges in preparing and conducting field studies due theory which stressed that competence as the need to feel
to limited time, including securing transportation, permits, effective and capable in a particular domain or activity, is
and developing engaging activities, which are all time- necessary in motivating individual to actively participate a
consuming duties that require significant upfront planning. certain teaching and learning activity. Thus, it seems that lack
Teachers might hesitate to dedicate a significant portion of of training of teachers was one of the factors that impedes
time to the field study, fearing it will disrupt the smooth effective field study in biology.
planned curriculum flow (necessary for meaningful learning
or completely ignoring field study trip in biology teaching. The last sub item in order of ranking was low support
from biology teachers 28(58.7%) respondents indicated that
The fourth sub items were shortage of biology teachers lack of support from teachers was a factor that negatively
34 (74.0%) and lack adequate training by teachers 34 (74.0%) affected field studies. This finding is supported by Dring et al
that score high percentage as factors that hinder field study in (2020) who stressed that there is relationship between
biology. These findings were in tandem with Peerdeman teachers’ cooperation and job performance. Furthermore,
(2021) who revealed that growing student population has led Toropova et al (2021) denoted that lack of support can make
to a shortage of teachers, particularly in secondary schools. it difficult to secure permission for field trips, leading to a
During the interview a respondent observed; reduced frequency of these vital field study learning
experiences. Based on the finding it appears that support from
Resources such as Teachers, field study assistance, and biology teachers themselves appear to hinder field study.
guard for field studies should be put into the Government Therefore, it can be said that science teachers need to be
budget and hired (HT6). cooperative so that together, they can be able to plan and
carryout field study in biology teaching.
Views from respondent (HT6) appear to indicate that
there is a need to hire more teachers and other field assistance. On the other hand, respondents disagreed with the sub
Based on this finding, the shortage of manpower in field item on the rigidity of teachers to change 23(50%), poor
studies appears to hinder the conduct of studies, as teachers preparation by teachers 23(50%), lack of confidence
are often overwhelmed by large class sizes, curriculum 20(43.5%) and low opinion towards field study 18(39.1%) as
demands, planning, permissions, and logistical burdens, teachers’ factors that hinder biology field study. This implies
leading to a prioritization of classroom lecturing over that teachers’ rigidity, preparation, confidence and opinion
practical teaching. towards field studies in biology were not considered as
factors that impedes biology field studies. This study was also
Teacher’s lacks adequate training 34 (74.0%) was set to determine the remedial measures to challenges that
regarded by respondents as a factor that hinder field study in hinders field study in biology. Table 3 presents a summary of
biology teaching. This finding is supported by Al Arsyadhi the distribution of respondent’s views on remedial measures
et, al. (2024) who suggested that biology teachers should have that should be taken to overcome challenges that hinder
a rather broad biology training background which allows carrying out field study in teaching biology. (The rest 10
them to position themselves to conduct learning activities respondents were involved in qualitative data collection)
effectively. That, teachers should be trained on learner
centered teaching techniques that will bring about meaningful
learning in biology. During interview a respondent explained:

Table 3 Remedial measures that should be taken to overcome

Challenges that Hinder carrying out Field Study in Teaching Biology. (N=46)
Item AF (%) NF (%) DF (%) Total F (%)
Training to Teachers in field study skills 44(95.7%) 1(2,2%) 1(2.2%) 46(100%)
Simplification of permit procedures 41(89.1%) 5(10.9%) 0(0.0%) 46(100%)
Collaboration between school administration and site management 45(97.8%) 1(2.2%) 0(0.0%) 46(100%)
Improve Teachers motivation 41(89.1%) 4(8.7%) 1(2.2%) 46(100%)
Utilization of school’s surroundings as FS site. 40(86.9%) 6(13.0%) 0(0.0%) 46(100%)
To increase student’s capitation grant by Government 39(84.0%) 6(13.0%) 1(2.2%) 46(100%)
Reduction of curriculum contents 37(80.4%) 9(19.6) 0(0.0%) 46(100%)
To employing more biology teachers 41(89.2%) 5(10.9%) 0(0.0%) 46(100%)

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Provide workshops to Teachers 38(82.6%) 8(17.4) 0(0.0%) 46(100%)

Involving various stake holders in enhancing FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
Formulating supportive educational policies. 41(89.2 4(8.7%) 1(2.2%) 46(100%)
To locate close possible places for FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
Train teachers in skills on how to guide students to visit FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
environment
To build a positive school culture towards FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
Improve teachers’ skills to identify area suitable FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
To train AD in field study resource mobilization skills 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
Training teachers in skills to prepare activities for FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
To provide training to teachers in skills to identify proper time FS 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
Training to teachers in giving FS feedback 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)
To provide training in FS discussion 42(91.3%) 4(8.7%) 0(0.0%) 46(100%)

Table 3 shows that the sub item on participants’ order There is a need for Training to my Biology teachers on
was collaboration between school administration and site how they can conduct Field study and use available schools’
management 45(97.8%) scored the highest percentage as a environment to reduce cost for field studies (HT7)
remedial measure to overcome challenges that hinder
carrying out biology field study. This finding is in tandem Views from respondent (HT7) seem to indicate that
with Ghedin & Aquario (2020) who observed that preparation training biology teachers was not only important in ensuring
of field work or other educational activities in schools teachers to master the skills needed to conduct field studies
requires collaborative preparation. Oberle et al., (2021) within school environment. Training can also help to reduce
revealed that having a principal who can moderate parent- field studies’ cost. Ayotte-Beaudet et al (2017) supported this
teacher interactions can significantly decrease stress and finding by stressing that, school grounds have an untapped
worry for teachers. In course of interview a participant potential for contextualized science learning. It can be seen
opined: that training is paramount to teacher effectiveness in
curriculum delivery.
One of the challenges that impede effective field study
in Biology is the Bureaucratic tendencies that delay the The third sub-items included locating all possible places
obtaining of the permit to conduct field study, cooperation for field study in near place 42(91.3%), Building a positive
between authorities is needed to end this problem (HT4). school culture towards field study 42(91.3%) and train
administrators in field study resource mobilization skills
Respondent HT4 views indicate that different 42(91.3%). These findings are congruent with Fedesco et al
authorities are involved in issuing permit for field study that (2022) who stressed that training in various aspects enables
demand complicated procedural processes. On other hand administrators to mobilization resources was necessary in
respondent pointed out that to overcome this challenge ensuring effective teaching. Based on these findings it seems
collaboration between involved authorities is important. This, that utilization of learning resources within the surrounding
finding implies that, collaboration among school heads and environment is vital in facilitating outdoor teaching.
teachers, stake holders like parents, school management, and Additionally, administrators should be equipped with skills to
field site management, can facilitate effective field study in gather extra fund through resource mobilization training.
biology subjects.
The sub-items employing more biology teachers
The second sub-item in rank was Training Teachers in 41(89.2%), formulating supportive educational policies by
field study skills 44(95.7%). The majority of respondents policy makers 41(89.2), improving Teachers’ motivation
agreed that emphasis on fieldwork trainings of biology 41(89.1%) and simplification of permit procedures
teachers’ training programs and in-service trainings are 41(89.1%). Participants identified these items as remedial
essential to ensure effective field study. This finding is in measures to identified challenges for carryout field study.
agreement with Tekakpınar & Tezer (2020) who indicated Kandamby (2018) revealed that teacher’s role is vital to make
that little or lack of out-door training was one of the barriers the study successful in the ways of organizing field study,
to outdoor learning. Furthermore, Nurul Laily Al Arsyadhi et conducting discussion classes to assist students, monitoring
al (2024) found that training enhances teacher competence, the progress and giving the feedback of the students’
enabling better curriculum implementation in connecting performance during the course of field study. Paulinus &
field experiences to broader course objectives. Moreover, Vanessa (2023) revealed that motivation has a significant
Ryan and Deci (2017) in SDT theory emphasized that influence on Biology teachers’ interest in the use of modern
competence, the feeling of effectiveness and capability in a techniques in teaching.
specific domain, is crucial for motivating teachers and
learners to participate in specific teaching and learning Thus, there is need for the government to motivate
activities. During face-to-face interview, a respondent teachers through provision of professional development
explained: training, provide modern teaching equipment and
instructional materials and regular payment of salaries and

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Volume 9, Issue 9, September– 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24SEP1232

allowances to teachers. It seems therefore that motivated The sub-item on reducing curriculum contents by
teachers are more likely to organize and conduct field studies curriculum developers 37(80.4%) was considered as remedial
activities. Permits enable teachers to plan and execute field measures to field study in biology teaching. This finding is
trips more frequently. Finding imply that reasonable students- in agreement with Kristiyanto (2023) who recommended that
Teacher ratio, motivation and good educational policy can it is necessary to implement curriculum change that is more
help to facilitate effective field studies. flexible, humanistic, and dynamic in the learning process. It
implies that reducing curriculum content allows for more
The sub-item ON utilization of school’s surroundings as time which allows teacher to be flexible on practical activities
a site for study 40(86.9%) was identified as important planning
remedial measure to field study challenges in biology.
Utilizing school grounds for field study in biology teaching Biology field studies needs more time than classroom
can significantly enhance practical, hands-on learning. Miller teaching, Biology curriculum content should be reduced to
& Thompson (2021) stressed that school's immediate have more time for field studies because there are too many
surroundings reduce logistical challenges and make field concepts needed to be covered in short time frame (HT7).
studies more accessible. Additionally, Nguyen et al (2022)
revealed that even small spaces can provide valuable learning Respondent HT7 seems to indicate that more time was
opportunities. That, exploring nearby parks, community required in field studies and one of the solutions could be
gardens, or green spaces offer opportunities to study reducing curriculum content. Therefore, it can be concluded
ecosystems, observe birds’ behavior, or analyze plant that curriculum developers should revise it to ensure there are
adaptations. This seems to indicate that schools’ internal more hands-on activities in biology curriculum than
environment can be potential for field study. Thus, theoretical concept only.
establishment of school gardens or butterfly sanctuaries
where students participate in the planning, planting, and On the other hand, from table 4.4 respondents disagreed
maintenance while observing the development of ecosystems with the sub-item on the rigidity of teachers to change
over time, is a creative utilization of the school grounds. This 23(50%), poor preparation by teachers 23(50%), lack of
means educators can transform everyday spaces into confidence 20(43.5%) and low opinion towards field study
engaging learning environments resource for frequent, 18(39.1%) as teachers’ factors that hinder biology field study.
curriculum-aligned field studies even within the confines of This implies that teachers were flexible, read to make
the schoolyard. Therefore, it can be concluded that, schools preparation, confidence and high opinion towards field
can make use of their surroundings for biology field studies. studies in teaching biology therefore, were not factors that
impedes biology field studies instead, they were factors that
The sub-item on increase student’s capitation grant by increases chances to undertake field study in teaching
Government 39(84.0%), can be an important remedial biology. Thus, became teachers’ prospects for field study in
measure to finance field study in biology teaching. This biology teaching.
finding in in agreement with Obeng (2020) who revealed that
increased funding enhance access and quality of education to IV. CONCLUSION & RECOMMENDATION
learners. During face-to-face interview one respondent
retorted: The aim of this study was to investigate the prospects
and challenges that teachers and learners face when using
Inadequate funding is a challenge for Biology field field study in teaching and learning biology at ordinary level
study because Fee free education gives inadequate fund yet of secondary education. The study determines institutional
parents resist any contribution due to lack of understanding factor, teachers’ factors and best possible measure that should
that is why sometimes we do internal studies only (HT2). be taken to facilitate field studies in biology teaching. Despite
the challenges to FS in teaching biology such as inadequate
Respondent (HT2) views showed that the Fee Free resources, lack of training and little cooperation, there were
Government grant is not adequate to finance all teaching and great chance to implemented in public secondary schools due
learning activities. On other hand, parents resist to contribute to the presence of abundant stock of plants and animals in
financial assistance to school to mitigate the inadequate fund almost every school’s surrounding environment, provided
challenge in schools. So increasing Students’ Capitation that Teachers are well trained. To address these challenges,
Grant could be one of the remarkable solutions to inadequate the study recommends collaboration between school
fund. Wang (2023) stressed that Schools with higher administrators and field site management, teacher training,
capitation grants can comfortably plan and implement many resource mobilization skills training to school administrators,
activities. Data implies that increasing the student’s employing more teachers, formulating supportive policies,
capitation can significantly facilitate field by taking care of and utilizing school surroundings for field studies.
equipment, transportation and safety gears. The capitation
grant can be a solution to field study in biology. Thus,
Government should increase the capitation so as to facilitate
field study in biology to schools.

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