EFFECT OF EDUCATIONAL FIELD TRIPS ON ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS
ABSTRACT
The study examined the Effects of educational field trip on academic performance of JSS social studies students in Kaduna state-Nigeria. The study used quasi-experimental research design and 200 JSSII students of the following schools were used as sample: Government junior secondary school Tudun-Jukun, Zaria, Government junior secondary school, Awai, Government junior secondary school, Aba and Government junior secondary school Muchiya, S/Gari were selected.
The findings reveal among others that field trip is an effective method of teaching since it helps students acquire useful knowledge while having fun and relaxation at the same time.
In the light of the above findings, the study recommended that Social studies teachers in the study area should be encouraged to adopt the technique of educational field trip for their students for optimum academic performance; the need for Government of Kaduna state through ministry of education to provide all the needed funds for conducting regular educational field trip by students and teachers of social studies; the need for Wealthy Corporations and individuals to sponsor Educational Field trips in secondary schools in Zaria educational zone organised by social studies teachers and the need for adequate time to be allotted to social studies lessons in the study area aimed at encouraging teachers to organize field trip for students.The researcher recommended that extensive field trip should be organized by schools so as to expose the students to events outside theclassroom.
TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 Research Question Testing
1.4 OBJECTIVE OF THE RESEARCH
1.5 SIGNIFICANCE OF THE RESEARCH
1.6 Null Hypothesis testing
1.7 SCOPE OF THE STUDY
1.8 DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW AND CONCEPTUEL FRAMEWORK
CHAPTER THREE
METHODOLOGY
3.1 ResearchDesign
Population of theStudy
Sample and Sampling Technique
Validation of the Instrument
Procedure for DataCollection
DataAnalysis
CHAPTER FOUR
ANALYSIS, RESULT AND DISCUSSION
4.1 Analysis and ResultsPresentation
Research Questions
Test of Hypothesis
Summary of MajorFinding
Discussion of the Results
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendations
REFERENCES
 CHAPTER ONE
INTRODUCTION
Concepts of Field Trip strategy was introduced in 1827 by George Shillibeer for a Quaker school at Abney Park in Stoke Newington, London, United Kingdom.
A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means.  For example if the lesson is on “making cheese”, and if there is no hand on experience it is very difficult to achieve the objectives. In such a lesson this strategy is required. Field trips give opportunity for students to get out of the classroom and experience something new. The located place for field trip can be zoos, collages, museums, theater and schools.
Features of field trip facilitate the learning of abstract concepts. Taking students on a field trip makes learning more effective as they will be able to gain vast ideas on the topic. Motivate students through increased interest and curiosity. Field trips can add variety to the regular classroom instructional program and they tend to be special and enjoyable learning experiences. As a result, students will develop positive attitudes in students toward related classroom activities.
Increases student-student and student-teacher social interaction. Field trips provide an opportunity to involve students, parents, and the teachers in the instructional program. Students can select the place to be visited, developing questions to ask, writing reports or thank you letters after the trip, or evaluating the experiences. Since parents must give their permission, a letter sent home with the permission from explaining purpose of the trip is a good way to arouse their curiosity and encourage them to ask the student or teacher about the trip. The parent guides their child in order to make sure that they do not come to any harm. This role allows the parent and teacher to establish a much closer relationship. The interaction between students within themselves will also be increased when they work in groups. Moreover, the interaction between the students and teacher will enhance as the students will have to discuss to the teachers when they have doubts. Develops social awareness. Field trips make students aware of learning activities in everyday life. For instance, visits to supermarkets or shopping malls are typical field experiences, which teachers may fail to notice. A well-organized trip to a "normal" place is an excellent method of teaching students to observe, ask questions, and learn in the large classroom.
1.1 BACKGROUND OF THE STUDY
Purpose of Field Trip enhances the curriculum. Field trips are rich in educational possibilities as students learn from actual hands-on experiences, rather than by simply reading or hearing about something. Involvement in a real world experience makes learning more meaningful and memorable comparing to regular classroom instructional programs. Give students experiential learning experiences. Involvement in a real world experience makes learning more meaningful and memorable. As a result the students will have more concept of the topic as they have learnt through their hand-on experiences. Concrete skills such as note taking. Students have to develop questions to be asked, write reports or thank you letters after the trip, or evaluate their experiences. By doing such activities, students will develop various skills such as note taking skills, speaking skills, writing skills will enhance. Involvement in a real world experience makes learning more meaningful and memorable. Field trips can add variety to the regular instructional program; they tend to be special and enjoyable learning experiences, ones which develop positive attitudes in students toward related classroom activities.  Field trips are rich in educational possibilities because students learn from actual firsthand experiences, rather than by simply reading or hearing about something.
Field trips help the students appreciate the relevance and importance of what they learn in the classroom. For e.g. determining blood type is a skill, which can be learned in a school laboratory setting, but students may not learn the importance of this skill until they observe what goes on in a real hospital where life and death are. The research intends to investigate the factors affecting the use of field trip in teaching and learning of Social studies in secondary.
1.2    STATEMENT OF THE PROBLEM
The problem confronting the research is to determine the factors affecting the use of field trip in teaching and learning of social studies students in secondary school. This is particularly imperative to ensure the effectiveness of field trips and the attainment of its objectives.
1.3 Research Question Testing
Descriptive statistics such as means and standard deviation was used to answer the following research questions.
1.    What is the effect of field-trip strategy on students’ Academic Achievement in Social studies concept in Zaria Educationalzone?
2.    What is the effect of field trip on students’ learning ability in Social studies concept among Senior Secondary School in Zaria Educationalzone?
3.    What is the effect of field trip on Learning level of urbanand Rural Experimental schools students in the studyarea
1.4   OBJECTIVE OF THE RESEARCH
 1 To determine the nature of field trip in teaching and learning of Social studies in secondary school.
2   To appraise the significance of field trip
3    To determine the factors affecting the use of field trips in teaching and learning of Social studies in secondary school
1.5   SIGNIFICANCE OF THE RESEARCH
The research shall elucidate the nature of field trips in teaching and learning in Social studies in secondary school. And analyze the factors affecting the use of field trips in teaching and learning of Social studies in secondary schools.
It shall also serve as a veritable source of information on issues of field trip in teaching and learning.
1.6 Null Hypothesis testing
Ho1: There is no significant difference between the mean scores of the students taught Social studies concept, using field trip and those taughtusing lecturemethod
The Data collected under this were continuous data within two samples. The statistical test that was employed for the analysis is t–testat    = 0.05 level of significant. This is because it involve two way analysis of mean between experimental and controlgroups
Ho2: There is no significant difference between the mean scores of students in the experimental group and control group in learning ability using fieldtrip.
The Data collected under this were continuous data within two samples. The statistical test that was employed for the analysis is t–testat    = 0.05 level of significant. This is because it involve two way analysis of mean between experimental and controlgroups
Ho3: Thereisnosignificantdifferenceinthemeanscoresoftheurbanandruralschools student’s taught Social studies concept using fieldtrip.
The Data collected under this were continuous data within two samples. The statistical test that was employed for the analysis is t–test at = 0.05 level of significant. This is because it involve two way analysis of mean between experimental and controlgroups
H04: There is no significant difference in the mean scores of urban and rural schools students in learning ability taught Social studies concept using fieldtrip.
The Data collected under this were continuous data within two samples. The statistical test that was employed for the analysis is t–test at    = 0.05 level of significant. This is because it involve two way analysis of mean between experimental and controlgroups
1.7 SCOPE OF THE STUDY
  The study shall appraise the nature of field trip in teaching and learning of Social studies in secondary school and elucidate the factors affecting the use of field trip in teaching and learning using students in Zaria as study area.
1.8    DEFINITION OF TERMS
FIELD TRIP DEFINED
Concepts of Field Trip strategy was introduced in 1827 by George Shillibeer for a Quaker school at Abney Park in Stoke Newington, London, United Kingdom.
A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means.  For example if the lesson is on “making cheese”, and if there is no hand on experience it is very difficult to achieve the objectives. In such a lesson this strategy is required. Field trips give opportunity for a students  to get out of the classroom and experience something new. The located place for field trip can be zoos, collages, museums, theater and schools.
LEARNING DEFINED
The act, process, or experience of gaining knowledge or skill.Knowledge or skill gained through schooling or study. Behavioral modification especially through experience or conditioning.