Integrating Outdoor Learning Environments: Fostering Environmental Stewardship and Academic Achievement

Joy Marie  A. Mara,; Charlie  T. Anselmo,; Donabel  A. Dumelod,; Apol Joy  D. Cagayan,; Aisie  Bete-Liban,; Angelica  Maglelong,; Teresita  Molano,

Integrating Outdoor Learning Environments: Fostering Environmental Stewardship and Academic Achievement

Discipline: Education

Abstract:

This study investigated the effects of integrating outdoor classrooms on student learning and environmental awareness among secondary education bachelor's degree students at the Isabela State University in the Philippines. A mixed-methods approach was employed, involving pre- and post-test questionnaires administered to 20 students and individual interviews with ten randomly selected participants. The quantitative data revealed a statistically significant improvement in test scores after participating in outdoor learning experiences, with a mean increase of 11.75 points (t = 23.80, p < 0.0001). The qualitative data from the interviews highlighted enhanced student engagement, improved attitudes towards learning, and a stronger connection to nature. The study identified effective strategies for integrating outdoor classrooms into curricula, such as aligning them with academic standards across different subject areas and providing professional development support for teachers. The perceived benefits of outdoor classrooms include the enhancement of students' critical thinking, problem-solving, and decision-making skills across various academic disciplines. The long-term effects of participating in outdoor classrooms were also explored, focusing on students' environmental literacy, sustainable behaviors, and civic engagement. The findings underscore the potential of outdoor classrooms as an innovative educational approach to enhance academic performance, foster environmental stewardship, and promote holistic development of students. This study contributes to the growing body of evidence supporting the integration of nature-based learning into educational practices.

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