EXCURSION;

LEARNING ARALING PANLIPUNAN THROUGH EDUCATIONAL FIELD TRIP

A Concept Paper Submitted in Conformity

with the Requirements for the course
SSM 15 - BUILDING BRIDGES ACROSS THE SOCIAL STUDIES DISCIPLINE
Bachelor of Secondary Social Studies Education

TARLAC STATE UNIVERSITY

COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT IN TEACHER EDUCATION
Lucinda Extension Campus

By:

GAMASE, JOHN CARL C.

SOCIAL STUDIES 4B1

APRIL 2019
 CONCEPT PAPER
Bachelor of Secondary Social Studies Education

ABSTRACT

Learning does not limit in school classrooms and textbooks. It must transform in other

forms of experiences. Thus, learning can happen anytime and anywhere. Studies have shown

that the best way of learning happens through experience; reason why a lot of researchers are

interested in Field Trip research and other outside the classroom experiences of the students.

This paper entitled “Excursion; Learning Araling Panlipunan Through Educational Field Trip” aims

to promote Field Trips as beneficial teaching method and reference in Araling Panlipunan. The

theory of Experiential Learning by Kolb (1984) was used as a basis in presenting reinforcement

and proof that field trip positively affects students’ learning, higher level of retention, and even

fun. Studies concluded that Field trip offers higher achievement in Geograhy (Filgona, et al,

2016) and Local History (Taneo,2017). Hence, it offers longer retention (Fivush, Hudson, and

Nelson 1984), (Baker-Ward, Hess, and Flanagan 1990). More so of the fun that it can offer

(Kennedy 2014). It cannot be denied that Field Trip is not just educational in purpose but

pleasurable too.

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INTRODUCTION

“Learning is the process whereby knowledge is created

through the transformation of knowledge”

- Kolb,1984

Learning has been defined functionally as changes in behavior that result from experience

or mechanistically as changes in the organism that result from experience (De Houwer, 2013).

Thus, Learning may take place anywhere and anytime. Yet, most learnings are designed to

happen inside the classroom. It cannot be denied that Classroom-based learning stand a crucial

role in the development of a child, however it should not be confined only in school textbooks and

classroom (Cox, 2018). Another way of introducing learning with fun is through Field trip.

Studies have shown that field trip intends to direct students to a more effective learning

wherein it helps them to discover more and seek personal meaning regarding a subject matter

(Knowledge Base, 2016). Field trips can be an excellent material for measuring the learning of

students by helping them to see the actual scene of the theories which the teachers are teaching

them (Athman and Monroe 2008). Rather than the usual classroom-based setting of learning.

Field trips have long been used as a context for teaching and learning in the Social Studies

and especially in history education (Noel, 2007). Field trips can provide students the opportunity

to construct knowledge actively through interacting with historic places, experts, and artifacts.

When integrated into the curriculum and not used as rewards, field trips can be among the most

valuable and effective modes of history teaching, especially local historic sites (Noel, 2007).

Field trips does not only offer view of history, it can also offer Geographical and economic

understanding which is a component of Social studies. In fact, the first Economic Historical

Museum in the Philippines opened on February 11, 2019 in Iloilo. The museum features galleries

highlighting the industry, trade, and commerce in the Philippines through the years (Berwin,

2019).

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In the Philippines, Deped Memorandum No.47 S.2017which bans off-campus activities for

all public and private elementary and secondary school took effect following a road crash in Tanay

on February 2017 that killed 15 students and one teacher who are on a field trip, along with the

driver. Pursuant to the Deped order No.66, S.2017 which repealed the Memorandum No.47

S.2017, contains new implementing guidelines on the conduct of off-campus activities for all

public and private elementary and secondary school. Even Deped allows field trip again yet

schools find difficulty in doing so because of the stringent implementation of Deped order No.66

s.2017.

Promotion of Field trip in Philippines must take place after it was banned following the

incident in Tanay, Rizal. The result that Field Trip can offer is a motivation for teachers in selecting

Field trip as a teaching method and a reference in Araling Panlipunan. Moreover, problems in

short-term memory, low achievement, and boringness in classroom-based learning can be

answeredin Field Trip. Lastly, it can be used as a reference in teaching hard subjects like History

and Geography which students find boring and difficult to learn.

In line with the challenges faced by Araling Panlipunan teachers, the goal of this paper is

to prove that Field Trip is a beneficial teaching method used in teaching Araling Panlipunan. This

can be used by the teachers as basis in selecting the best method of teaching especially in dealing

with difficult topics in Araling Panlipunan. Thus, the promotion of field trip must take place within

the classroom, government-agenda and even in the curricula.

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Bachelor of Secondary Social Studies Education

CONCEPTUAL FRAMEWORK

This part of the paper presents the argument of the concept paper. Specifically, it states the

goal of the concept. To further understand the argument, Kolb’s theory is adopted as conceptual

framework in enriching, reinforcing, and proving the arguments of the concept.

In the face of great challenges of teaching, selecting a method is very important in ensuring

effective learning, higher retention, and even fun. Teaching subjects such as Geography and History

may be hard for students to get. Yet, the use of Field Trip as a teaching method can be considered.

Theory and Studies have shown that including experience in the learning process is a beneficial way

of getting higher achievements, long lasting memories and meaningful experience. Thus, the use of

Field Trip as experience in learning may offer advantages. It can be used as a reference in teaching

Araling Panlipunan especially in the subjects like Geography and History. Field Trip is an Authentic

Learning since its offer real-world experiences. To better understand the goal and argument of the

concept, Kolb’s Experiential Learning Theory (1984) is adopted in ensuring that Field trip can be

used in effective teaching-learning process.

Kolb’s experiential learning theory (1984) supports the belief that “learning is the process

whereby knowledge is created through the transformation of experience.” Student learning (or at

least retention) is enhanced as more learning stages in the experiential learning cycle are used

(Stice, 1987). The model is designed to accommodate Kolb’s theory that learning is a process.

There are four stages in Kolb’s experiential learning cycle (Fig. 1). The model can be entered at

any of the stages but Kolb argues that the stages must then be followed in sequence. The active

experimentation (AE) stage is where students are actively investigating and testing their

knowledge. It involves gathering background information to elaborate on the concepts that have

been or will be derived during the abstract conceptualization stage. Second, The concrete

experience (CE) stage involves students being actively involved, where the experience is

something the students can personally identify with while they are actively experiencing an

activity, such as fieldwork. Reflective observation (RO) involves the learner reflecting on the

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experience and drawing conclusions about how concepts exist in theory and reality. The abstract

conceptualization (AC) stage is where the learner is attempting to understand what was or will be

observed in an intellectual framework. It involves formulating ideas and coming up with an

understanding about certain concepts and theories. This Theory suggest that students are able

to acquire knowledge authentically through experience (Concrete Experience) which they can

reflect on (Reflective Observation), generalize and think of the experience (Abstract

Conceptualization), and apply the knowledge gathered from the experience (Active

Experimentation). A way of implicating learning through experience is Field Trips. Field trips offer

students the chance to be involved and obtain experiences critical to Kolb’s learning model.

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PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA
This part of the paper presents related studies that were found relevant to the concept.

Specifically, it presents the data related to field trip as a teaching method followed by

analyzation and interpretation. These studies aim to give further description to field trip as a

reference in teaching Araling Panlipunan. The information gathered provided the study a rich

background and authentic literature towards the attainment of the goals of this concept.

Higher Academic Achievement of Students Fieldtrip Strategy Versus Conventional

Method

A research conducted by Filgona, et al, 2016 entitled Effect of Fieldtrip Strategy On Senior

Secondary School Students’ Academic Achievement In Geography In Numan Educational Zone,

Adamawa State, Nigeria on students exposed to Field Trip Strategy in Geography versus those

who were taught using conventional method. The study investigated the effect of fieldtrip strategy

on students’ academic achievement in geography in Numan Educational Zone, Adamawa State,

Nigeria. Before the commencement of the treatment, students in the experimental and control

groups were given pre-test to determine their entry behavior. The result of the study is presented

in the table below:

Table 1. Summary of Two-Sample Kolmogorov Sminornov Test of Students’ Post Test Scores
in Fieldtrip Strategy Versus Conventional Method

Table 1 shows the K-S analysis of students’ achievement in Geography between the

experimental and control groups. It could be concluded from the table that there is a significant

difference in the mean scores of students taught Geography using fieldtrip strategy and their

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counterpart taught using conventional method (D (0.463) = 2.708, p =0.000). Before the

commencement of the treatment, students in the experimental and control groups were given pre-

test to determine their entry behavior. However, the pre-test results indicated that there was no

statistically significant difference in the academic achievement of students in geography prior to

treatment (t = 0.081, df; 136, p = 0.936). Thus, indicating that the students had equivalent entry

behavior before the treatment

The study indicates that the students exposed to fieldtrip strategy performed significant

than their counterpart taught using conventional method. This revealed that students who were

exposed to Fieldtrip Strategy had better scores in Geography than those who were taught using

Conventional Method. Those exposed to Fieldtrip Teaching Strategy had the privilege of seeing

and touching what they were taught theoretically in the class. The result is inclined with the Theory

of Experential Learning (Kolb,1984) that students learn better when experience in included in the

learning process.

The finding coincides with Tchombe and Nnamanang (2011) study which noted that

learning that is activity based could develop in learners a good understanding of the material to

be learned. According to Instructional Strategies Online (2013), a study trip taken outside the

classroom to obtain direct experience from the natural setting and to improve student’s interest in

learning for collecting data, materials or objects classroom as well as to observe objects or

phenomena not possible to bring within the classroom. Through practical engagement, students

learning outcomes in Fieldtrip Strategy improved. In this case, Field trip must be used in topics

like geography that requires real-world experience that cannot be found in the textbooks.

Understanding Local History Through Field Trip

According to research conducted by Dr. Melkisedek Taneo (2017) entitled Effect of Field

Trip Learning Method Toward the Conceptual Understanding of Local History, conducted at

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History Department, Faculty of Teacher Training and Educational Sciences, University of Nusa

Cendana in Kupang. With the research population of all students of the History Department,

Faculty of Teacher Training and Educational Sciences with 38 samples of the fifth semester

students of History Department. Sample is taken by using purposive-sampling technique. Data

were analysed by One Way ANOVA technique with Analysis Pre-requirement Test, Normality

Test using significant correction Lilliefors method from Kolmogorov-Smirnov Test and

Homogenity Test with F Testing. The result of the study is shown in the table below:

Tabel 2 ANOVA Result of Post Test on the conceptual understanding of Local History
Sum of df Mean Square F Sig
Squares
Between 52.341 8 6.543 28.301 .001
Groups
Within Groups 103.659 29 3.574
Total 156.000 37

From the table 2, it is known that the effect of the students’ learning outcome getting the

treatment (the field trip learning method) with the counted F value for each statistical test resulting

in 28,30 with p value 0,01. This significance value is smaller than the used significance level, that

is, 5% or 0,05.

The average pre-test score for the conceptual understanding toward Local History is 67,47

and its deviation standard is 4,59. After getting a treatment, the average post-test score for the

conceptual understanding toward Local History is 80,00 and its deviation standard is 2,05. It

means that there is an increase of the students’ average score, that is, 12,53. The pre-test and

the post-test results are analysed to get the normality data. Results show that the pre-test score

of learning outcome on the conceptual understanding of Local History provides the probability

score which is bigger than 0,05 (0,313 > 0,05). Meanwhile, the result from the post-test data on

the conceptual understanding toward the Local History also shows that the probability score which

is bigger than 0,05 (152 > 0,05). It presents that data gained from both before and after the

treatment are normally distributed. For the homogenity test, it is known that the significance value

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of Lavene’s test is 0,207. If the significance value is compared with a significance level 0,05, thus

the data that are gained from this research is homogenous. Through the Asumption Test and the

Precondition Test, it is found that several assumptions that need to be tested have been fulfilled.

Therefore, a further analysis deserves to do. For a better comprehension, please look at the

following table:

The study shows that there is an effect of the learning outcome for the taught students

using the field trip learning method before and after getting treatments. Result showed that Local

History is learned within the experience of Field Trip. Difficult subject such as History is viewed

by the students boring and hard. Yet, applying the Experiential Learning theory of Kolb (1984),

field trip is a good reference in effective teaching of local history among the students.

Students’ Perception of Field Trip

A study entitled Effectiveness of Field Trips And Seminars: A Students Perception

conducted by Randell R. Reginio (2011), gave data of student views on using Field Trip as a

teaching method by the Teacher. The table below showed the Summary of findings.

Table 3. Students’ Perception of Field Trip

Indicators Mean Interpretation

Helpful in effective learning 3.22 Strongly Agree
Promotion of qualities among students 3.16 Agree
Beneficial for society and individual 3.13 Agree
Essentials of educational field trips 3.20 Agree

As shown in table 3, students were asked of the indicators of their perception on field trip.

Most of the indicators got an interpretation of agree. Thus, students strongly agreed that field trip

is helpful in effective learning.

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The study indicates that field trips are a great way to bring excitement and adventure to

learning and it is substantive way to expand student’s horizons and allow them to learn

experientially. And the knowledge of the world can only be acquired in the world and not in a

closet. Experience therefore is viewed by the students as effective way of learning. According to

Kolb’s Experiential Learning Theory states that students experience passes in four stages. The

first stage is the Concrete Experience (CO) where the students are exposed with the experience.

Afterwards, the students proceed with reflection of the experience, Reflective Observation (RO)

and proceeds to Abstract Conceptualization (AC) where they think of the experience and later do

the learning out from experience. This implies why students view fieldtrip as helpful in effective

learning.

Long-term Benefits of Field Trips

According to Fivush, Hudson, and Nelson (1984) who conducted a historical oral

statements study of a kindergarten visit to an archaeology museum. Using one pre-visit and

staggered post-visit, interviews administered immediately after, six weeks after, and one year

after researchers found out that children are able to remember and recall specific information

about a particular 36 episode based on a single novel experience. Researchers were impressed

with memory accuracy. Assessments showed little deviation between immediate and six-week

recall. Students continued to access specific information at the one-year mark.

Researchers found that the ease with which children are able to remember real-world

events suggests that this may be a more meaningful memory activity for them. The results suggest

field trips represent a best practice for solidifying conceptual understanding and retention just a

small amount of experience. Given the length of time between interviews and the repetitious

nature of the question’s researchers reported using, maturation was the greatest threat to validity

Baker-Ward, Hess, and Flanagan (1990) further supported the conclusion that students

acquire specific long-term knowledge in free-choice environments. In a study of children’s

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memory formation, the authors found significantly greater recall “about activities performed by

self” as compared with observed activities. The involvement children experienced in the study

prompted greater understanding and long-term retention. The findings supported arguments that

free-choice learning frequently hands-on could create longer-lasting comprehension as compared

with direct teach methods.

Another study was conducted by Farmer, Knapp, and Benton (2006) reported a qualitative

oral statements and survey study that examined the prevalence of First Person Interaction (FPI)

on school field trips. The authors accompanied a rural fourth-grade 37 class from Missouri on a

visit to the George Washington Carver National Monument. 12 months after the field trip and initial

observations, the researchers interviewed 10 randomly selected students about their

experiences. Students reported hands-on learning experiences. Responses were coded into

units, which were then “transformed into clusters of meanings and tied together to make a

generalization of the experience.

The researchers concluded that long-term memories resulted from student FPI

experiences. Experiences offer long-lasting memories rather than the text book method of

learning. The authors found that students internalized and retained concepts encountered during

field trip experiences longer than concepts learned through traditional classroom instruction.

Researchers supported the conclusions with observations and 100% of the interviews. The

primary threat to the internal validity of this study was instrumentation. Interview questions were

not consistent throughout the study. The time between experiences and interviews created threats

of history and maturation.

All researchers who examined the potential of field trips for creating lasting memories

reported positive findings. Their efforts suggested that even brief single-event exposures to Field

Trip as First Person Interaction experiences could have lasting effects on participants. With the

addition of quantitative assessment data, these studies would represent excellent evidence of the

benefits of FPI learning to student comprehension and retention. As they were, the 38 studies

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served to encourage other researchers in their attempts to uncover verifiable instances of student

learning on field trips. This method of teaching specifically as a reference in teaching Araling

Panlipunan is beneficial in making sure that learning can be long-lasting. Studies have concluded

that when experience is present in learning, it can create longer retention.

Field Trip as Meaningful Experience or “Fun Escape”

Based on the interviews conducted by Michaela Kennedy (2014) in his research The

Benefit of Field Trip, Teachers were interviewed on how they see field trip as “fun escape”. More

so, they were ask if field tri is just a “fun escape” or also a meaningful learning experience.

The result showed that he teachers and pre-service teachers generally came to the

consensus that, when they were students, they saw field trips as more of a “fun escape” from the

classroom daily routine. However, now looking back, they see that their field trips were beneficial

in instilling lessons to the students. One teacher even went as far as to say, “As a kid, I thought

they were just a fun escape honestly, but I mean of course I did learn something .” (M. Tapley,

personal communication, April 30, 2014). Another felt that students may still view them as “fun

escapes,” even when teachers view them as meaningful (M. Thompson, personal communication,

April 30, 2014). While most of the respondents felt this way, there were a few that disagreed.

However, those that disagreed and still saw their personal field trip experiences as just “fun

escapes” now see the field trips that they plan or observe as beneficial and meaningful.

This indicates that field trip is not just educational in purpose but pleasurable too. Teachers

and students agreed on its beneficial and meaningful experience in learning. When students enjoy

the experience, the easier for them to learn and remember. The theory of Experiential Learning

proves that lin experiences can does not just offer learning in experience but also meaningful fun

escape and pleasure to teachers and students.

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CONCLUSION

Higher achievement is shown from using field trip as teaching method in Geography

classes rather than the conventional strategy. The students acquire specific long-term knowledge

in free-choice environments. In a study of children’s memory formation, related studies found

significantly greater recall “about activities performed by self” as compared with observed

activities. This is proven in the study conducted by Filgona, et al, (2016) entitled Effect of Fieldtrip

Strategy On Senior Secondary School Students’ Academic Achievement In Geography In Numan

Educational Zone, Adamawa State, Nigeria. The involvement children experienced in the study

prompted greater understanding and long-term retention.

The use of Field trip as a reference in teaching local history is beneficial. According to

research conducted by Dr. Melkisedek Taneo (2017) entitled Effect of Field Trip Learning Method

Toward the Conceptual Understanding of Local History showed that there is an increase in the

learning after the field trip was conducted.

Field Trip improves retention of learning. The results suggest field trips represent a best

practice for solidifying conceptual understanding and retention, as with a capstone experience.

The related studies showed that students internalized and retained concepts encountered during

field trip experiences longer than concepts learned through traditional classroom instruction. The

involvement children experienced in the study prompted greater understanding and long-term

retention. This is concluded in the study conducted by According to Fivush, Hudson, and Nelson

(1984), Baker-Ward, Hess, and Flanagan (1990) which showed that students are able to recall

specific information even after a long time.

Students viewed Field trip as helpful in effective learning. Students’ perception on

teaching strategy used is vital in teaching-learning process as well as in the motivation. In the

study entitled Effectiveness of Field Trips And Seminars: A Students Perception conducted by

Randell R. Reginio (2011), students strongly agreed on its helpful and effective learning effects.

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Field trip promotes fun in learning. It is not only viewed as educational requirement but a

fun escape in school. Studies shown that when students find fun in learning the better the learning

and retention will become. In this case, student can reflect on, think about the experience, and

adapt the knowledge attain from field. This was expressed on the interviews conducted by

Michaela Kennedy (2014) in his research The Benefit of Field Trip where teachers and students

were asked of how they treat or view field trips. This means that field trips are a great way to bring

excitement and adventure to learning and it is substantive way to expand student’s horizons and

allow them to learn experientially.

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BIBLIOGRAPHY

Healey and Jenkins(2000) Field Trips as Valuable Learning Experiences in Geography

Courses, Retrieved from; https://www.researchgate.net/figure/Kolbs-experiential-learning-cycle-
adapted-from-Healey-and-Jenkins-2000_fig1_267509662

Kennedy (2014) The Benefit of Field Trips, Retrieved from;

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1064&context=honors-
theses

Krakowka (2012) Field Trips as Valuable Learning Experiences in Geography Courses,

Retrieved from; https://eric.ed.gov/?id=EJ981012

Maheshwari (2016) Edgar Dale’s Cone Of Experience, Retrieved from;

http://www.vkmaheshwari.com/WP/?p=2332

Pope,A (2009) First Person Interaction: The Benefits of Field Trip Experiences To Social
Studies Education, Retrieved from;
https://digital.library.txstate.edu/bitstream/handle/10877/3423/fulltext.pdf?sequence=1&isAllowe
d=y

Reginio, Effectiveness Of Field Trips And Seminars: A Students Perception, Retrieved from;
https://www.academia.edu/18826809/EFFECTIVENESS_OF_FIELD_TRIPS_AND_SEMINARS_A_STUDENTS
_PERCEPTION

Taneo (2017) Effect of Field Trip Learning Method Toward The Conceptual Understanding of
Local Histor , Retrieved from; http://www.iosrjournals.org/iosr-jrme/papers/Vol-7%20Issue-
5/Version-2/H0705024044.pdf

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APPENDICES

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APPENDIX A
ADAPTED MODEL/ THEORY

Experiential Learning Theory By David Kolb (1984)

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