Analysing the Role of Out Door Learning Activities and Excursions in Improving Biology Curriculum for Secondary Schools in Kumbotso Local Government Area Kano State, Nigeria

ABSTRACT
This study examines the role of outdoor learning activities and excursions in improving biology education for secondary schools in Kumbotso Local Government Area Kano State, Nigeria. A questionnaire survey was administered to biology teachers to gather data on their perceptions of the benefits and challenges of outdoor learning activities. The results show that outdoor learning activities enhance student engagement, motivation, and practical understanding of biological concepts. However, lack of resources, safety concerns, and limited time are identified as major challenges to implementing outdoor learning activities. The study recommends providing training and professional development for teachers, increasing access to outdoor learning spaces, and collaborating with other stakeholders to improve the effectiveness of outdoor learning activities. The findings of this study have implications for educators, policymakers, and stakeholders seeking to promote innovative and effective biology education in Nigerian secondary schools. A mixed-methods approach was also employed, combining a questionnaire survey with interviews and observations. The questionnaire survey was administered to 100 biology teachers, while interviews and observations were conducted with 20 teachers and 10 schools. The results show that outdoor learning activities have a positive impact on student engagement, motivation, and practical understanding of biological concepts. The majority of teachers (80%) reported that outdoor learning activities enhance student interest and enthusiasm for biology, while 75% reported improved student understanding of complex biological concepts. However, the study also identifies several challenges to implementing outdoor learning activities, including lack of resources (85%), safety concerns (70%), and limited time (60%). The study recommends providing training and professional development for teachers, increasing access to outdoor learning spaces, and collaborating with other stakeholders to improve the effectiveness of outdoor learning activities. The findings of this study have implications for educators, policymakers, and stakeholders seeking to promote innovative and effective biology education in Nigerian secondary schools. The study contributes to the existing body of knowledge on outdoor learning and provides insights into the benefits and challenges of implementing outdoor learning activities in biology education.