A comparative study of the impacts and students’ perceptions of indoor and outdoor learning in the science classroom

In the education world, teacher researchers have recurrently adopted ‘action research’ as one of the most reliable research design for classroom research (Thu Hien, 2009). The researchers in this study adopted an action research for its suitability to education has been proven. It involves consistent observation, data collection and changes in practices among teachers to advance students’ learning in their learning environment (Miller, 2007; Thu Hien, 2009). This design also provides a framework that directs the energies of teachers toward a better interpretation of why, when, and how students become effective learners (Miller, 2007). According to Lewin (1890 – 1947), action research is also defined as a comparative research on the condition and effects of various forms or fields in educational studies that employs a spiral step which comprises a circle of planning, action and fact-finding about the outcomes of the action.

The sample that was used for this study was a total of twenty-four Grade 3 students from two different classes in School A. In order to reduce biasness based on gender, the sample size consisted of both males and females. These students were given the opportunity to experience both indoor and outdoor learning on a particular theme in the subject area of science. Two teachers from two different classes delivered lessons on man-made structures and materials with similar objectives and teaching methods in their respective classes. Class A with approximately twelve students underwent indoor learning before they headed for an outdoor excursion as part of the outdoor learning on the similar theme of man-made structures and its materials. Conversely, Class B, with the same number of students, experienced the opposite of Class A’s learning. The purpose of this reversal teaching and learning methods was to determine the differences in the impacts of both types of learning and their effects on students’ understanding of science.

This research also adopted a purposive sampling selection technique in selecting the sample size. In this regard, only students with consistent full attendance with no or less absenteeism were selected as research sample to ensure the reliability and validity of the results of this research. The same sample was given quiz tests before and after their indoor and outdoor learning to verify the variations in their academic performance in understanding man-made structures and its materials. To add on, they also filled up survey questionnaires to share their perceptions on their indoor and outdoor learning experiences. A total of four teachers were selected to plan, observe, discuss and review both the indoor and outdoor learning activities before and after the lessons. This was done to ensure consistency and validity of the results in this study. This research study lasted for about five to six weeks. Finally, all the results that were obtained through the methodological triangulation methods were tabulated and evaluated using tables and charts. The findings of this study are discussed through analytical means.