Professional Documents
Culture Documents
CHAPTER 1
INTRODUCTION
In this chapter, the researchers will discuss some general description related to the
research. This chapter contains the description about the background of the study, statement
of the problem, significance of the study, scope and delimitation of the key terms.
Educational field trips are variously referred to as learning field trips, school field trips,
class or classroom field trips, curricular field trips, student field trips, outdoor field trips, or
outdoor field experiences. Field trips constitute one way of learning through active
involvement in the curriculum (Jakubowski, 2003). A field trip can be formally defined as a
2007). They are applied learning experiences for students generally off-campus, away from
the school, and outside the formal classroom (Zirkel, 2007), which get students out of
traditional, formal school settings and into unique, non-school, and informal learning settings
(Kisiel, 2006a). Field trips are the most common out-of-classroom learning experiences
encountered by students (Cornish, 1986; Kisiel, 2006b). Most students have gone on several
Field trips are recognized as important moments in learning, a shared social experience
that provides the opportunity for students to encounter and explore novel things in an
authentic setting. According to British School Manila, trips help to develop a pupil`s
investigative skills, and residential trips in particular encourage greater independence. Trips
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A.Y. 2018 – 2019
usually focus on particular units of study being followed within the classroom and reinforce
facts and skills learned. The use of educational field trips has long been a major part of
teaching and learning strategy. Krepel and Duvall considers a field trip to be a school or class
trip with an educational purpose, in which students interact either with the setting, displays,
or exhibits to gain an experiential connection to the ideas, concepts, and subject matter. Field
trips take students to locations that are unique and cannot be duplicated in the classroom.
However, its usage in legal education as part of teaching and learning strategy is rarely
systematically discussed. Nevertheless, field trips could be a valuable tool in making learning
more engaging and provide unique opportunities for learning certain concepts by putting
them into a more realistic and relevant context. Field trips can provide an integral part of the
Field trips reinforce the academic performances and behavior of the students. Field trips
also offer students and teachers the opportunity to interact outside of the classroom, thus
enhancing their bonding with each other and improving their social and life skills (Shiv
Nadar School). Research has demonstrated that field trips can be designed to more effective
Learning in field trips is impacted by many factors (Dewitt & Storksdieck, 2008). The
structure of the field trip impacts students learning in different aspects. Some structure is
needed to best support learning, ( Stronck, 1983) Prior knowledge and interests of the
students impacts learning during the visit (Falk & Adelman, 2003), the social context of the
visit, teacher agendas, student experiences during the field trip, and the presence or absence
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This study focuses to the impacts of educational trips to students` academic performance
4. What are the Multiple Intelligence that can be developed in having an educational trip
students to experience unordinary things that students could not experience inside the
classroom. It will not only bring joy to the students but they will also gain new knowledge
University Administrators. This study will greatly help to the chairpersons within
university departments and dictate the direction of academic teachings. In addition, it also
makes a higher education setting and oversees students’ activities and programs.
Students. This study enables the students to know the importance in participating field trips
in school. This will also help the students to obtain awareness upon the impacts in taking part
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A.Y. 2018 – 2019
performance in school.
Parents. This study helps the parents to understand the advantages and disadvantages of field
trips. And also, the parents will be guided how field trips affects to the students’ academic
Future Researchers: This study can be used as their references in making their own studies.
This can also be their basis and guide in writing a credible and accurate research studies.
Out of more than a hundred of Junior High Schools (JHS) in Saint Paul University
This study limits its coverage to Grade 9 and Grade 10 students only. Its main
purpose is to identify the impacts of field trips to the students` academic performance and
behavior.
This study considers every aspect of students` personal information that has an
This study focuses on the learning, values and multiple intelligence that the students
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Definition of Terms
education.
2. Behavior- the way one acts or conducts himself towards himself or others.
5. Kinesthetic Intelligence- skilled in using their body to convey feelings and ideas.
language.
7. Multiple Intelligence- possess the ability to visualize the world accurately, modify
their surroundings based upon their perceptions, and recreate the aspects of their
visual experiences.
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CHAPTER II
In this chapter, you will be able to find some selected published books and published
articles that would support the researcher`s study that were held by educators and other
researchers on the subject. This chapter, also include the conceptual framework of the study
containing the ideas, generalization, thesis and conclusion in accordance to the researcher`s
study.
LOCAL LITERATURES
Unexpected Accidents
According to a news report of Philippine Daily Inquirer last February 20, 2017
thirteen college students and a bus driver were killed after a tourist bus carrying around 50
people bound for a research field trip in a resort in Tanay, Rizal, bumped into an electrical
The day after the incident, ABS-CBN released a report that CHED halts school field
trips due to the accident.The commission, sitting en banc, unanimously approved the
moratorium following the proposal of CHED Commissioner Prospero De to disallow all field
trips in higher. Directives on the conduct of school field trips are outlined in CHED
Memorandum Order No. 17, which states that school events must be essential to enhance the
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A.Y. 2018 – 2019
curriculum of the course. The memorandum also requires schools to hold prior consultation
with the students when there are additional costs involved in educational tours, and discuss
risk assessment procedures with parents. Colleges and universities are also required to inform
the CHED regional office of any outside trip a month before it is held.
Financial Difficulties
DepEd Order (DO) No. 52, series of 2003, addressed to heads and principals of
public and private elementary and secondary schools, said no punitive measures or activities
related to the trip, which will put students who could not join the trip at a disadvantage, shall
be imposed. Teachers must refrain from conducting tests based on these field trips, but
students shall be given activities in school as substitute for not joining the trip. Furthermore,
the same department order mandated that “no field trip should be undertaken without the
written consent of the parents of the student’s guardian(s).” These educational tours must be
well-planned ahead of time with the students and safety measures should be discussed before
the trip. Places to visit must be educational, such as cultural and historical sites, or science
discouraged. In view of the financial difficulties of Filipino families and the monetary costs
of the trip, the Department issued DepEd Memorandum No. 529, series of 2009, to reinforce
and direct strict compliance to existing policies against putting additional financial burden on
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FOREIGN STUDIES
Learning Stability
of Arkansas, students who experienced field trip retain factual information from the tour.
When Greene surveyed weeks later of the tour, 88 percent of the students who saw the
Eastman Johnson painting At the Camp—Spinning Yarns and Whittling knew that the
painting depicts abolitionists making maple syrup to undermine the sugar industry, which
relied on slave labor. Similarly, 82 percent of those who saw Norman Rockwell’s Rosie the
Riveter could recall that the painting emphasizes the importance of women entering the
workforce during World War II. And those students who saw Thomas Hart
destroying his crops as part of a Depression-era price support program. And 70 percent of the
students who saw Romare Bearden’s Sacrifice could remember that it is part of the Harlem
Renaissance art movement. Therefore, Greene concluded that students could remember
Critical Thinking
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In the book of Genoway and Ireland, Museum Administration 2.0 demonstrated that one
of the positive impact of field trip is students’ critical thinking because it enables the
students’ ability to understand and appreciate what life was in different time and place and
also it develops the students` higher tolerance in visiting other museum and institutions in the
future. Just like how Greene supported this statement in his study of The Educational Value
of Field Trip, 2014. Greene observed that visiting a museum helps improve critical thinking,
historical empathy, tolerance, and other outcomes not measured in his study, then those
benefits would compound for students if they were more likely to visit cultural institutions
frequently throughout their life. That’s why Greene`s team measured how school tours of
Crystal Bridges develop in students an interest in visiting art museums in two ways: with
survey items and a behavioral measure. And Greene concluded that students` desire to visit a
museum might have been satiated, while the control group might have been curious to visit
Crystal Bridges for the first time. Despite having recently been to the museum, students who
received a school tour came back at higher rates. Therefore, receiving a school tour cultivates
a taste for visiting art museums, and perhaps for sharing the experience with others.
According to the study of Bell, Lewenstein; et. al, 2009, concluded that learning science
attitudes, emotions, and identities; learning science practices, appreciating the social and
important for developing and validating learners` positive science-specific interests, skills,
emotions, and identities. With this, students` enable to experience excitement, interest, and
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motivation to learn about phenomenon in the natural and physical world that improves
learners` prior knowledge, and interest as integral learning process. The researchers also
concluded that a great deal of science learning, takes place outside school in informal
navigate across a range of special settings. It`s because learners interact with the natural
world and participate in family and community life, with this they develop knowledge about
In the study of Learning in and out of school in Diverse Environments by Banks, J.A.K.,
et.al, 2007 presented the principles of learning. that is, learning takes place not only in school
but also in the multiple contexts and valued practices of everyday lives across the life span.
The authors concluded that by acquiring many different kinds of knowledge and skills,
learners will succeed in learning their own, experienced setbacks, and decided occasionally
to step aside from one or another challenge. Readers will enables to revisit what they have
gained through their travels along the various paths of learning that have brought them to
where they are now, and consider how they might help make such learning possible for
Creativity in Art
According to Yassir Magoub study of The impacts of Field trips on Students` Creative
Thinking and Practices in Arts Education concluded that field trips are helpful in fostering
students` creativity and practices in arts. Magoub observed that field trips motivates students
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and significantly enhance their creativity, motivation and attitude towards the subject of art.
Magoub supports Patrick`s 2010 proposal in incorporating field trips into teaching schedule
in school where provides opportunity for students to view information for themselves and
used their own senses. With that Magoub recommended to include educational field trips in
art curriculum for students enable to experience natural environment which can impart their
Practical Skills
In the study of The Effect of Field Trip On Students’ Academic Performance in Basic
between students’ performance using field trip and students taught using expository method
and identify the difference between male and female students’ performance taught using field
trip. The researchers concluded that it guarantees the teachers and students to meet their
responsibilities in learning practical skills, also it acquire and retain ideas. They also
concluded that gender is not a factor in learning and teaching Basic Technology. Researchers
recommend exposing students in practical works through field trips and because gender is
not a factor in students` performance teachers should put much more effort to both male and
female students.
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CONCEPTUAL FRAMEWORK
Knowledge
Meets family
Positive
expectation
Creates social
bond
Students
Educational Trip
Medical Risks
Affordability
This diagram shows the possible responses of the respondents to the impacts of
educational trips to the academic performance and behavior of students. It indicates the
CONCEPTUAL BACKGROUND
As presented in figure 1, it shows the factors that contribute to the possible impacts to
Students Educational Trip. These are the indicators to know the positive and negative
impacts to the academic performance and behavior of the student. Through knowing the
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positive and negative effect of educational trips, the researcher would know if
educational trips can or cannot boost the student`s learning and behavior to learn.
Knowing the impacts of educational trips, the researcher can identify if it is or not
CHAPTER III
METHODOLOGY
This chapter explains about how the study will be conducted. It will cover the research
instrument, respondents of the study and research environment. The part of the instrument
will focus on how researchers get the information and how they gathered the data. The
research respondents will cover on what procedures the researchers do to choice their
respondents. The research environment is anything that might affected to the study.
The chapter serve as a presentation on how the study is conducted by the researchers.
Research Instruments
The researchers choose to use interview as the instrument of this study because it is the
right and just instruments for this study. Interview means the researchers will personally
interview their respondents to gather their data. The researchers will give questions to their
respondents. The researcher will also record the answer or the feedback of the respondents to
have a copy and be able to analyze the answer well. This type of instrument will help a lot to
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The researcher used phenomenology in the data analysis. In this method it involves the
collection of data from the human experiences. The researcher used this method because it is
The following are the steps represent Colaizzi process for phenomenological data
1. Each transcript should be read and re-read in order to obtain a general sense about the
whole content.
2. For each transcript, significant statements that pertain to the phenomenon under the
study should be extracted. These statements must be recorded on the separate sheet
4. The formulated meaning should be sorted into categories, clusters of themes and
themes.
5. The finding of the study should be integrated into a exhaustive description of the
7. Finally, validation of the findings should be sought from the research participants to
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The benefits of the methodology was to make the researcher`s problem studied within the
text in which they occurred, allowing those who experienced a phenomenon first hand to
give an account of their own perceptions of these experiences before any theorizing.
The respondents of the study are the Grade 9 and 10 students of Saint Paul University
Dumaguete who joined the field trip last December, 2018. The researcher used convincing
accessibility and proximity to the researcher. The process in conducting the study was firstly,
the researcher will gather the information about the Grade 9 and 10 students of SPUD. The
researchers will ask those students if they joined the field trip. Using this method of selecting
the respondents will end up with the proper information. The researchers did not use the
random sampling method because we can`t directly say or point those students who joined
Research Environment
In order to certify the study, the researchers conducted an interview in Saint Pual
University Dumaguete among the junior high school students who experienced the
educational trip conducted last December 2018. The university is usually practicing having
educational trips to junior high students every 2 years. The university is conducting trips for
many purposes not only for students to gain knowledge upon encountering many ideas by
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visiting many new places, things and happenings but also to foster bond between their peers
and to develop dynamic Catholics who are willing to extend the development of their faith
and values in an environment wherein the Christian life can be nourished and strengthen.
CHAPTER IV
This chapter layouts the analysis and interpretation of data gathered by the researchers.
This chapter includes the translated transcript, significant statements, clusters, themes, and
interpretation. Data Analysis is the process of interpreting data from collected data or
information. This part of the paper, where gathered information are collected honestly in
order to obtain an honest result. The data will serve as the heart of the study.
Table 1. The interpretation table of the learnings of the students from the educational trip.
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12
city.
Student 2
1
It’s not only
2
about fun but
3
it’s also about
4
the things we
5
learned in the
6
places we went
7
to like in Lion
8
Tiger where I
9
learned how
10
the process
11
works and
12
also the 2.1how to
13
Mactan process lion
14
Shrine where I tiger and
15
learned learned mactan
16
deeper how shrine history (7-
17 20)
the victory in
18
Mactan was
19
won and why
20
it happened.)
Student 3
1
The learnings
2
that you will
3
get from an
4
educational
5
trip ehmm
6
educational
7
trip, because
8
you will be
9
going to
10
different
11
places in that
12
case you will
13
know a lot of
14
information
15
their histories
16
and what 3.Know
17
more information
18
informations about a
19
about that particular place
20 (12-21)
particular
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21
area or place.
Student 6
1
Ahhhhh good,
2
good morals
3
weee learned 6.Good morals,
4
about outside history and
5
my country, traditions (2-9)
6
traditions and
7
history of cebu
8
was what I
9
learned.
Student 5 S5
1
Umm we get to 5. Speak #5 They spoke
2
be more casual casually (2-7) casually with #5 Casual The field trip helped them
3
with each other people. Speaking speak casually not only
4
other with their classmates but
5
especially with also with their teachers
6
the students helping them to know
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7
and teachers. more about each other.
Q2: How do students apply the said learning to his/her academic performance in school?
Table 2. The interpretation table of how the students apply the learning to his/her academic
performance in school.
Translated Significant Cluster Themes Interpretation/
Transcript Statement Exhaustive
Description
Participant 1
1
We applied P1.Applied our
our 2experience experience (1-3)
3
form the field,
4
that’s it.
The students
Participant 2 learning from
the educational
1
The learnings P2. Used the trip are applied
2
are really said learnings (R1, R2, R3, (R1,R2,R3,R4,R5 in their academic
3
useful in Araling R4) ) performance in
4
especially in Panlipunan school especially
5
aral pan since Subject Used learning Academics in their Araling
6
our aral pan is because it in history class. application Panlipunan
7
focusing on focuses in subject. It is
8
histories and history (2-9) because the
9
social studies. educational trip
focuses on
historical
background of a
Participant 3
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Participant 5
P5.1
1
One of the Cooperation
2
learning were and
3
cooperation Organization
yes among my
4
cooperation is classmates to
5
one of the keys strive to
6
to have a great develop our (R6)
7
organization or academic (R6)
8
community in performance. Cooperation
9 (4-13)
order to strive with Team work
10
and develop classmates.
11
and academic Grow as a
12
like, not only P4.2 Grow not team.
13
individual only
14
growth but individually but
15
also growing as a team. (14-17)
16
with our
17
Classmates.
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Q3: What values do students develop over time during an educational trip?
Table 3. The interpretation table of the values develop by the students during the educational
trip.
Translated Significant Cluster Themes Interpretation/
Transcript Statement Exhaustive
Description
Participant 1
(R1) (R1)
1
We develop P1. We Community Community
2
community developed awareness. Values
3
because of the community
4
like the awareness and P1,P2,P3,P4,P5,P6
5
experience of being in a very
6
traffic and big city (1-8) Students develop
7
being in a very to appreciate the
8
big city. customs of our
ancestor, in
Participant 2 recognizing the
( R2) value of our
1
Values like P2.1 How to Environmental environment,
2
caring more develop approach. historical beliefs,
3
about our environmental and community
4
surroundings approach like values. Moreover,
5
especially we taking good care students develop
6
should care to our (R2) morale in boosting
more 7about our surroundings.(3-6) their enthusiasm
history 8made Historical Appreciating to study more in
by our P2.2 beliefs. Filipino customs school. This
9
ancestors and Appreciating and in the past. includes, their
we 10should also caring historical self-confidence,
11
appreciate beliefs of our sense of
what 12people ancestors.(12-13) discipline, and
do for 13the cooperation.
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society.
Participant 3
1
Well the during
2
our educational
3
trip there were
4
different talks
5
and those talks
6
there were P3.1 Develop
7
questions being self-confidence.
8 (10-12)
asked in my
9
opinion it (R3,R4,R5,R6)
10
develop my R3. Self-
11
(umm) self- confidence that Develop morale.
12
confidence P3.2 Help boost boost their
13
and it also my academic academic
14
help me in my performance.(14-16) performance.
15
academics
16
during kanang
17
nay mga
18
questions I
19
asked ang
20
teachers sa
21
apil sa kuan.
Participant 4
1
For me the P4.Develop sense R4. Develop
sense 2of of discipline sense discipline.
discipline between his/her
3
because you self.(2-7)
4
can’t learn
5
anything if you
6
don’t start with
7
yourself so
Participant 5
1
Coordination P5 Develop
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2
maybe. coordination. (1) (R6)
Develop
coordination.
Participant 6
(R6)
1
(umm) P6 Cooperation Cooperation
2
cooperation between his/her among the
3
with classmates classmates and group.
4
and tour guide. the person in
charge (1-4)
Student 2
1
Since it is an 2.1 Visual S2
2
educational learning (5-6) #2 Visual #2 Visual The students think that they
3
trip we Learning Intelligence have developed their visual
4
developed intelligence.
5
our visual
6
learning
7
because we
8
see things
9
often.
Student 5
1
Visual, then 5.1 Visual (1)
2
I learned S5,S6
3
many The Student has learned
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4
things. new things instead of
learning that of which
he/she already knows.
Student 6 6.1 visual
1
Visual Learnings (1-2)
2
Learnings
Student 4
1
Because of
2
the different
3
places we
4
went to
5
instead of
6
just going to 4.1 Learn new #4 Learning #4 Learning
7
one 6place stuff (9-10) new things new things
8
we learned a instead of
9
lot of new those you
10
stuff already
11
instead of know
12
learning
13
only what S4.S3
14
we want The student developed
15
to learn, we their speaking ability
16
get to learn meaning their linguistic
17
new stuff intelligence.
18
that we
19
may want
20
to try out.
Student 3
1
So as I said
a 2while ago #3 #3 Speaking
it 3developed 3.1 Speaking Improving and
4
our speaking ability and Speaking Linguistic
5
abilities so linguistic abilities and Intelligence
6
yeah it will intelligence.(4-8) Linguistic
7
develop intelligence
8
our
9
linguistic
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CHAPTER V
In this chapter, summary of the data gathered, conclusions being drawn, and
recommendations are made based on the answers of the respondents presented in chapter 4,
In this study, the researchers attempted to draw conclusions that there could be a possible
educational trips.
Summary of Findings
The educational trip really gave the students particular facts about the places they
went to. It magnifies the students intellect to the historical places of Cebu like the Mactan
Shrine, where they learned deeper the victory of Mactan before and allowed them to
experience life in a big city. Also, they went to different workplaces like in Lion King,
exposing them to challenges of working that helped them perceived their interests in career
path they want to take on in the future. Moreover, the educational trip also helped them be
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more comfortable to speak casually not only to their classmate but also with their teachers
The students learning from the educational trip were applied in their academic
educational trip focuses on the historical background of a certain places in Cebu. Also, one of
the learning was cooperation between the groups that applied in organizing and developing
their academic performance in school not only individually but to grow as a team.
Students developed the community values, they learned the importance of the
environment in loving and caring God`s creation just like how they value the history of our
ancestors in appreciating their sacrifices for the betterment of our country. Aside from that,
students develop morale in boosting their enthusiasm to study harder in school. In fact,
during the students’ educational trip they were talks that developed their speaking skills and
helped boost their self-confidence. Also, they developed the values of self-discipline, in a
way students` need to start learning within their self before learning to new discoveries and
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educational trip?
The student developed his/her bodily kinetic intelligence during the educational trip
because it involves their body function in working at Lion King and different work places.
Also, they have developed their visual intelligence because they got to see a lot of things that
can`t forget, and this enables them to learned new things instead of learning that of which
he/she already knows. Furthermore, student developed their speaking ability or their
linguistic intelligence during every talk that involves their comprehension skills.
Conclusion
This study focuses on the effects of educational trips on the academic performance and
behavior of the students. The study was conducted inside the campus of St. Paul University
Dumaguete. There were 6 respondents 3 for Grade 9 and 3 for Grade 10 who recently had
their field trip in Cebu. The interview yielded various responses and has gathered enough
performance of students do gain learnings. The learnings gained are applied in the students’
Araling Panlipunan subject as the subject that covers history and social studies. It is because
the student’s educational trip focuses to the historical heritage in Cebu that implanted the
history of Filipinos but not all students applied those learnings in school. Furthermore,
students also developed multiple intelligence that is applicable in the student’s daily activities
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in school. These multiple intelligence are the visual intelligence, linguistic intelligence and
Behavior: Educational trips also have an impact in student`s behavior. It enhances the
students` morale towards school. The students develop self-discipline, where they acquire
values that in life you need to start learning within yourself before taking new discoveries.
Also, students developed self-confidence that boosts their self-esteem to participate in class.
In addition, students` became optimistic in choosing the right path in their future career. The
educational trip also molds the students behavior to value nature and the environment as it
Therefore, we conclude that educational trips really do have an impact to the academics
Recommendations
To help maintain conducting Educational Trip in St. Paul University, the following
University
1. It is suggested that this university should proposed conducting educational trips every
2 years because it doesn’t only help students to socialize with their peers but it also allows
them to acquire new knowledge that can help enhance their potentials and encourage them to
be more participative. The learnings that they can get from the Educational trip can possibly
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ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
2. It is proposed hat when this university conducts Educational Trips they should make
sure that there are those people who are authorized for the students’ health and make sure
that students do not go beyond any of the prohibitive places and should stay only where they
are supposed to stay. May it be the place where the Trip is conducted or with the authorized
people.
Parents
1. It is suggested that parents are fully aware the possible consequences that their child
may encounter during the educational trips. In order to secure the safety of the students
Teachers
1. It is also encouraged that when students are back to school from an Educational trip.
Teachers in school should conduct activities that would let students apply their learnings
from the trip. In order to make sure that the students really gain knowledge and no efforts and
Future Researchers:
1. For the future researchers, it is suggested that this study should not be only limited to
one specific Grade level. In order to compare if there are differences in terms of the learnings
and values acquired of those who are in higher Grade level and to those lower ones.
2. It is also suggested that cooperation between the students and the researchers should
be encouraged in order that the communication between each other will be much easier.
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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
3. For the futures researchers , it is suggested that longer time should be used upon
Bibliography
News Articles:
ABS CBN News, (2017) CHED Halts School field Trips after deadly bus crash. Retrieved
from:https://news.abs-cbn.com/news/02/21/17/ched-halts-school-field-trips-after-deadly-
bus-crash
Agoncillo, J., and Cinco, M. (2017) 13 students, 1 driver killed in Tanay bus accident.
Retrived from:https://newsinfo.inquirer.net/873228/10-students-killed-in-tanay-bus-
accident?utm_expid=.X
DECS Order: (No. 56, s. 2001 and DepEd Order: No. 51,s. 2002). Retrieved from:
http://www.deped.gov.ph/2003/06/23/do-52-s-2003-policy-on-educational-field-
trips-supplemental-to-decs-order-no-56-s-2001-and-deped-order-no-51-s-2002/
Books:
Banks,J., Au, K., et.al. (2007) Conclusions and Recommendation. Learning in and out of
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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
Bell, P., Lewenstein, B., et.al (2009) Conclusions and Recommendations. Learning Science
Online Books:
Amosa, A.G.A., et.al (2009) effects of Field Trip on Students` Academic Performance in
https://www.mojet.net/article/getpdf/114
Greene, J., et.al (2014) The Educational value of Field Trips. Retrieved from:
https://eric.ed.gov/?id=EJ1027941
Mahgoub, Y. (2004) The Impact of Field Trips on Students` Creative Thinking and Practices
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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
APPENDIX A
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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
APPENDIX B
Interview Questions:
4. What are the Multiple Intelligence that can be developed in having an educational trip
APPENDIX C
Research Environment
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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019
APPENDIX D
RESEARCHER`S PROFILE
Nationality: Filipino