Comparative Analysis of Learning Outcomes: Fieldtrip Versus Classroom-Based Instruction Among Tertiary Social Studies Students in Kwara State, Nigeria

Abstract

Education plays a crucial role in shaping students’ cognitive, social, and practical skills, traditionally, classroom learning has been the primary mode of instruction, offering structured lessons, theoretical knowledge, and controlled learning environment. This study investigated the comparative impact of field trip-based instruction and classroom-based instruction on Social Studies students’ learning outcomes in selected Colleges of Education in Kwara State, Nigeria. The research specifically focused on the course “Man and His Physical and Social Environment,” aiming to determine how experiential learning through local market visits influences students’ knowledge retention, practical skills, and attitudes across four tertiary institutions (two public, two private) in Kwara State, Nigeria. A quasi-experimental design was employed using 200 Social Studies students (50 per institution, with 25 per instructional method) were assessed through pre-/post-tests (40-item MCQs), practical skill evaluations, and perception surveys. Data were collected through validated pre-test and post-test achievement tests, a delayed post-test, structured questionnaires, and observation checklists. Data analysis involved descriptive statistics, Paired and Independent Samples t-test, chi-square test and ANCOVA. Findings revealed that field trip-based instruction significantly improved students’ post-test scores, reduced knowledge decay, and enhanced practical skill proficiency compared to classroom-based learning (p< 0.001). Students from private colleges exhibited greater gains (+8.8point) than public colleges (+5.5 points, highlighting the moderating role of institutional resources. Knowledge retention was 32–48% higher for field trip students after 8 weeks (p < 0.001), linked to structured post-trip reflections. Knowledge retention was 32–48% higher for field trip students after 8 weeks (p< 0.001), linked to structured post-trip reflections. Students’ perceptions also showed a strong preference for field trips, citing higher engagement and real-world relevance. The study concludes that structured field trip-based learning meaningfully deepens understanding in Social Studies and recommends institutionalizing blended instructional strategies, standardizing fieldwork policies, improving funding support in public colleges, and adopting reflective post-trip activities to sustain learning gains.

Cite as:

Afolayan Simeon Olanrewaju, Ogundele Olumuyiwa Tolulope, & Nababa Basheer Olanrewaju. (2025). Comparative Analysis of Learning Outcomes: Fieldtrip Versus Classroom-Based Instruction Among Tertiary Social Studies Students in Kwara State, Nigeria. Research and Reviews: Journal of Environmental Sciences, 7(3), 1–11. 

https://doi.org/10.5281/zenodo.16635686