Relative Effectiveness of Expository and Field Trip Methods of Teaching on Students' Achievement in Ecology

Abstract

The study was a pre‐test treatment post‐test control design. Three educational districts from the Niger Delta region of Nigeria were treated as clusters. Twenty boys and 20 girls were randomly selected, making up a total of 40 students, in each of Group A, Group B, and Group C. Students in Group A were taught ecology by taking them to the school farm, pond, and nearby stream, while students in Group B were taught ecology strictly in the classroom. Students in Group C were not taught but have knowledge of ecology. Findings of the study revealed a highest performance of Group A relative to Group B and Group C. Students in Group A (field trip) were thus able to perform highest because of their opportunity of having first‐hand experience of organisms in their natural habitat.