EFFECT OF FIELD TRIP TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS IN OBA LGA, RIVERS STATE, NIGERIA

ABSTRACT This study investigated the effect of field trip teaching strategy on students’ achievement in basic science in junior secondary schools in OBALGA, Rivers State, Nigeria. Quasi-experimental, non-equivalent pretest and post-test control group design was employed for the study. Two research questions and two null hypotheses guided the study. The sample of the study comprised 108 JSS 3 students from two intact classes randomly selected from public coeducational Secondary schools in Akpor clan. Achievement Test in Ecological concepts in Basic science (ATEBS) and Student interest survey scale (SISS) were used as instruments for data collection. The reliability of ATEBS was determined using test-retest method and correlating the two sets of scores using Pearson Product Moment Correlating technique and the reliability coefficient (r = 0.81) was obtained, while Cronbach Alpha technique was used to obtain the reliability index (0.74) of SISS. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 level of significance. The findings of this study revealed that a significant difference existed in the achievement and interest of students taught using field trip strategy and lecture method. Based on the results of the study, it was recommended that teachers should use field trip instructional strategy in the teaching of ecological concepts in basic science