Project – Effect of Inquiry-Based Outdoor Learning Activities on Students’ Academic Performance and Retention in Biology among Senior Secondary Schools in Imo State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Biology occupies a central position in science education because it provides learners with systematic knowledge about living organisms, their structures, functions, interactions, and relationships with the environment. As a subject, biology contributes significantly to human development by providing the foundation for careers in medicine, agriculture, biotechnology, environmental management, public health, and other science-related fields. In Nigeria, biology is one of the most popular science subjects offered at the senior secondary school level because of its relevance to national development and its contribution to students’ scientific literacy. The Federal Republic of Nigeria (2013) emphasized that science education should promote inquiry, problem-solving abilities, technological awareness, and practical skills necessary for individual and societal development.

Despite the importance of biology, students’ academic performance and long-term retention of biological concepts have remained major concerns among educators, researchers, and policymakers. Biology contains numerous abstract concepts such as genetics, ecology, evolution, cellular processes, and physiological systems, which many students find difficult to understand when taught mainly through conventional teacher-centred approaches. Traditional instructional methods often emphasize memorization of facts, definitions, and theoretical explanations rather than active participation, investigation, and discovery. According to John Dewey (1938), meaningful learning occurs when learners actively engage with experiences and reflect on those experiences rather than passively receive information. Therefore, effective biology teaching requires approaches that enable students to explore, question, observe, investigate, and construct knowledge from real-life experiences.

One instructional approach that has gained considerable attention in science education is inquiry-based learning. Inquiry-based learning is a student-centred instructional strategy where learners actively participate in the process of scientific investigation by identifying problems, asking questions, collecting evidence, analysing information, and developing explanations based on findings. Rather than positioning students as passive recipients of knowledge, inquiry-based learning encourages them to behave like scientists by exploring phenomena and constructing understanding through investigation. National Research Council (2000) noted that scientific inquiry enables learners to develop deeper conceptual understanding, scientific reasoning skills, and the ability to apply knowledge beyond the classroom environment.

Inquiry-based learning is grounded in constructivist theories of learning, which propose that learners actively construct knowledge through interaction with their environment and previous experiences. Constructivist scholars argue that meaningful learning occurs when students are allowed to engage with ideas, manipulate materials, discuss observations, and relate new information to existing knowledge structures. Jean Piaget (1972) explained that learners develop cognitive structures through active interaction with their environment, while Lev Vygotsky (1978) emphasized the importance of social interaction and guided discovery in knowledge development. These perspectives support the use of inquiry-based activities in biology because biological knowledge is closely connected to observation, experimentation, and environmental interaction.

Outdoor learning activities represent a practical dimension of inquiry-based learning that extends teaching and learning beyond the traditional classroom setting. Outdoor learning involves educational experiences conducted in natural environments where students directly observe, investigate, and interact with real-life phenomena. In biology education, outdoor learning may involve activities such as field studies, ecological surveys, biodiversity investigations, observation of plant and animal species, environmental sampling, and practical investigations of biological processes. Such activities provide students with opportunities to connect theoretical concepts with actual biological systems.

The importance of outdoor learning in science education has been emphasized because it provides authentic learning experiences that cannot always be achieved through classroom instruction alone. According to Rickinson et al. (2004), outdoor learning experiences can improve students’ understanding of scientific concepts by allowing them to encounter real objects, environments, and processes. Similarly, Dillon et al. (2006) argued that outdoor science education promotes curiosity, motivation, environmental awareness, and deeper understanding because learners are directly involved in observing and investigating natural phenomena.

The integration of inquiry-based outdoor learning activities into biology instruction may provide solutions to some of the challenges associated with poor academic achievement and weak retention among secondary school students. Academic performance refers to the extent to which students achieve expected learning outcomes after instruction, while retention refers to the ability of learners to remember, recall, and apply previously acquired knowledge over time. Effective instructional strategies should not only improve immediate academic achievement but should also facilitate meaningful learning that remains accessible to students after instruction. According to Ausubel (1968), meaningful learning occurs when new knowledge is connected to existing cognitive structures, thereby improving understanding and retention.

In the Nigerian educational context, poor performance in biology examinations has been linked to several factors, including inadequate practical experiences, insufficient instructional materials, overcrowded classrooms, teacher-centred approaches, and limited opportunities for students to engage in scientific investigations. Reports from examination bodies such as the West African Examinations Council have frequently indicated weaknesses among candidates in areas requiring practical understanding, interpretation of biological concepts, and application of knowledge. These challenges suggest the need for innovative teaching strategies that move beyond memorization and encourage active learning.

The situation is particularly relevant in Imo State, where senior secondary schools continue to prepare students for national examinations and future participation in science-related careers. Although biology teachers make efforts to improve students’ learning outcomes, many schools still rely predominantly on lecture methods, textbook explanations, and teacher demonstrations. Such approaches may limit students’ opportunities to develop scientific inquiry skills and may contribute to difficulties in understanding and retaining biological concepts. Inquiry-based outdoor learning activities could provide an alternative instructional approach by exposing students to direct experiences with biological phenomena within their immediate environment.

Research evidence indicates that inquiry-oriented instructional approaches can positively influence students’ academic outcomes. Furtak et al. (2012), in a meta-analysis of inquiry-based science teaching, found that inquiry approaches had positive effects on students’ science learning outcomes when properly implemented. The researchers noted that guided inquiry, where teachers provide appropriate support while allowing students to investigate, is particularly effective in improving conceptual understanding. Similarly, Lazonder and Harmsen (2016) reported that guidance plays an important role in ensuring that inquiry learning produces meaningful educational outcomes.

Outdoor learning has also been identified as an effective strategy for enhancing students’ engagement and understanding. When students participate in biological investigations outside the classroom, they are more likely to develop curiosity, observation skills, environmental appreciation, and positive attitudes toward science. Beames, Higgins, and Ross (2012) explained that outdoor learning provides opportunities for experiential education, where learners develop knowledge and skills through direct interaction with their surroundings.

Furthermore, inquiry-based outdoor learning may improve retention because students are more likely to remember experiences in which they actively participate. Learning experiences involving observation, exploration, discussion, and problem-solving create stronger cognitive connections compared with passive listening. According to Kolb (1984), experiential learning occurs through a cycle involving concrete experience, reflective observation, abstract conceptualization, and active experimentation. Outdoor biology activities naturally align with this cycle because students encounter real biological situations, reflect on their observations, develop explanations, and apply their understanding.

However, despite the potential benefits of inquiry-based outdoor learning, its application in Nigerian senior secondary schools remains limited. Several factors, including inadequate teacher preparation, lack of resources, examination pressures, limited time allocation, and insufficient school support, have restricted the widespread adoption of innovative approaches. Many biology teachers continue to depend on conventional instructional methods because they are familiar, less demanding, and easier to manage within existing school structures. Consequently, students may graduate from secondary schools with limited scientific inquiry skills and inadequate ability to apply biological knowledge to real-life situations.

The need to investigate the effect of inquiry-based outdoor learning activities on students’ academic performance and retention in biology is therefore important. Understanding whether this instructional strategy can significantly improve learning outcomes will provide empirical evidence for biology teachers, curriculum planners, school administrators, and policymakers. If found effective, inquiry-based outdoor learning can serve as a practical approach for improving biology education in Imo State and enhancing students’ achievement and long-term understanding of biological concepts.

Therefore, this study examines the effect of inquiry-based outdoor learning activities on students’ academic performance and retention in Biology among senior secondary schools in Imo State. The study seeks to determine whether exposing students to structured outdoor inquiry activities will produce better academic outcomes compared with conventional instructional approaches.

1.2 Statement of the Problem

Biology education at the senior secondary school level is expected to develop students’ understanding of life processes, scientific skills, problem-solving abilities, and appreciation of the natural environment. However, evidence from classroom practices and examination outcomes indicates that many students experience difficulties in learning biology effectively. Students often demonstrate weaknesses in understanding biological concepts, applying scientific principles, and retaining knowledge after instruction. This situation raises concerns about the effectiveness of existing teaching approaches used in secondary schools.

One major challenge contributing to poor learning outcomes in biology is the dominance of teacher-centred instructional methods. In many Nigerian secondary schools, biology teaching is still largely characterized by lectures, note copying, memorization of definitions, and preparation for examinations. Although these methods may enable teachers to cover curriculum content within limited time, they often provide insufficient opportunities for students to actively explore biological concepts. As a result, students may acquire fragmented knowledge that is easily forgotten after examinations.

The problem is further complicated by the abstract nature of many biological concepts. Topics such as genetics, ecology, reproduction, evolution, and cellular processes require students to develop conceptual understanding rather than simply memorize information. Without practical experiences and opportunities for investigation, students may struggle to relate classroom knowledge to real-life biological situations. Consequently, biology becomes perceived by some students as a difficult subject requiring memorization rather than understanding.

In addition, inadequate exposure to practical and outdoor learning experiences has limited students’ ability to develop scientific skills. Biology is fundamentally an observational and investigative science, yet many schools lack opportunities for fieldwork, environmental studies, and inquiry-based activities. This limitation reduces students’ engagement and may negatively affect their motivation, interest, academic achievement, and retention of biological knowledge.

Although previous studies have examined inquiry-based learning and outdoor education separately, limited attention has been given to the combined effect of inquiry-based outdoor learning activities on students’ academic performance and retention in biology, particularly among senior secondary school students in Imo State. Therefore, there is a need to empirically determine whether inquiry-based outdoor learning activities can significantly improve students’ academic performance and retention compared with conventional teaching methods.

The problem of this study, therefore, is that despite the importance of biology and the need for effective instructional approaches, students continue to experience challenges in achievement and retention. The study addresses this gap by investigating the effect of inquiry-based outdoor learning activities on students’ academic performance and retention in biology among senior secondary schools in Imo State.

1.3 Aim of the Study

The main aim of this study is to investigate the effect of inquiry-based outdoor learning activities on students’ academic performance and retention in Biology among senior secondary schools in Imo State. Specifically, the study seeks to determine whether engaging students in structured outdoor inquiry activities can improve their understanding of biological concepts, enhance academic achievement, and promote better retention of learned concepts compared with conventional teaching approaches.

1.4 Objectives of the Study

The specific objectives of the study are to:

1. determine the effect of inquiry-based outdoor learning activities on students’ academic performance in Biology among senior secondary schools in Imo State;
2. examine the effect of inquiry-based outdoor learning activities on students’ retention of Biology concepts among senior secondary schools in Imo State;
3. compare the academic performance of students taught Biology using inquiry-based outdoor learning activities and those taught using conventional instructional methods;
4. determine the difference in retention ability between students exposed to inquiry-based outdoor learning activities and students taught using conventional teaching methods;
5. investigate whether students’ exposure to inquiry-based outdoor learning activities enhances their understanding and application of biological concepts.

1.5 Research Questions

The following research questions guided the study:

1. What is the effect of inquiry-based outdoor learning activities on students’ academic performance in Biology among senior secondary schools in Imo State?
2. What is the effect of inquiry-based outdoor learning activities on students’ retention of Biology concepts among senior secondary schools in Imo State?
3. What difference exists between the academic performance of students taught Biology using inquiry-based outdoor learning activities and those taught using conventional instructional methods?
4. What difference exists between the retention ability of students exposed to inquiry-based outdoor learning activities and those taught using conventional teaching methods?
5. To what extent do inquiry-based outdoor learning activities enhance students’ understanding and application of biological concepts?

1.6 Research Hypothesis

The following null hypothesis was tested at 0.05 level of significance:

H₀: There is no significant difference in the academic performance and retention of Biology concepts between students taught using inquiry-based outdoor learning activities and those taught using conventional instructional methods among senior secondary schools in Imo State.

1.7 Significance of the Study

The findings of this study will be significant to biology students, biology teachers, school administrators, curriculum planners, educational policymakers, and future researchers.

Students

The study will benefit students by providing evidence on the effectiveness of inquiry-based outdoor learning activities in improving academic performance and retention in Biology. Through direct involvement in observation, investigation, and problem-solving activities, students may develop deeper understanding of biological concepts and acquire scientific skills necessary for lifelong learning. Outdoor inquiry experiences may also increase students’ interest, curiosity, and positive attitudes toward Biology by making learning more meaningful and connected to real-life situations.

Biology Teachers

The findings will provide biology teachers with empirical evidence on alternative instructional strategies that can improve teaching effectiveness. Teachers may use the outcomes of the study to incorporate field investigations, environmental observations, practical activities, and guided inquiry into their classroom practices. The study may encourage teachers to move beyond dependence on lecture methods and adopt learner-centred approaches that promote active participation and scientific thinking.

Schools and Educational Administrators

School administrators may benefit from the findings by understanding the importance of providing support for innovative teaching methods. The results may encourage schools to create opportunities for outdoor biological activities through provision of resources, allocation of instructional time, and encouragement of practical science education. The findings may also assist school managers in planning professional development programmes for science teachers.

Curriculum Planners and Policymakers

The findings may be useful to curriculum developers and educational policymakers by providing evidence on the need to integrate inquiry-based outdoor learning activities into Biology curricula at the senior secondary school level. Since science education aims to develop problem-solving skills, creativity, and scientific literacy, the study may contribute to discussions on improving science teaching practices in Nigeria. Educational agencies such as the Nigerian Educational Research and Development Council may find the findings useful when reviewing science education programmes.

Researchers

The study will contribute to existing literature on science education, particularly research relating to inquiry-based learning, outdoor education, academic achievement, and knowledge retention. Future researchers may use the findings as a reference point for further investigations into innovative instructional strategies in Biology and other science subjects.

1.8 Scope of the Study

This study focuses on the effect of inquiry-based outdoor learning activities on students’ academic performance and retention in Biology among senior secondary schools in Imo State.

The study is limited to senior secondary school students offering Biology because the subject requires practical investigation and environmental understanding. The content scope focuses on selected Biology topics that can effectively be taught through outdoor inquiry activities, such as ecology, biodiversity, environmental conservation, adaptation, and relationships among organisms.

The geographical scope of the study is Imo State, Nigeria. The study will involve selected senior secondary schools within the state to provide evidence on how inquiry-based outdoor learning activities influence students’ achievement and retention in Biology.

The variables considered in the study are inquiry-based outdoor learning activities as the independent variable, while students’ academic performance and retention in Biology constitute the dependent variables.

1.9 Operational Definition of Terms

For the purpose of this study, the following terms are defined operationally:

Inquiry-Based Learning

Inquiry-based learning refers to an instructional approach in which students actively participate in questioning, investigating, collecting evidence, analysing information, and developing explanations about biological phenomena under the guidance of the teacher.

Outdoor Learning Activities

Outdoor learning activities refer to structured educational experiences conducted outside the traditional classroom environment where students observe, investigate, and interact with real biological materials and environmental conditions to develop understanding of biological concepts.

Inquiry-Based Outdoor Learning Activities

Inquiry-based outdoor learning activities refer to biology teaching activities that combine scientific inquiry processes with outdoor experiences, allowing students to investigate natural phenomena, collect information, solve biological problems, and construct knowledge through direct environmental interaction.

Academic Performance

Academic performance refers to students’ measurable achievement in Biology as indicated by their scores on a Biology achievement test administered after exposure to instructional activities.

Retention

Retention refers to students’ ability to remember, recall, and apply previously learned Biology concepts after a period of time following instruction.

Biology

Biology refers to the science subject concerned with the study of living organisms, their structures, functions, interactions, and relationships with their environment as taught at the senior secondary school level.

Senior Secondary Schools

Senior secondary schools refer to educational institutions providing the final stage of secondary education where students in Senior Secondary School levels (SS I–SS III) study subjects including Biology in preparation for higher education and careers.

Project – Effect of Inquiry-Based Outdoor Learning Activities on Students’ Academic Performance and Retention in Biology among Senior Secondary Schools in Imo State