Field Trip Method Implementation for Increasing Students' Understanding of the Rubbish Effect on the Environment: An Action Research Evidence from Saint Ursula Catholic Elementary School, Timor-Leste

Abstract

This study examines the role of the Field Trip Method (FTM) in improving the learning of environmental concepts, engagement, and collaboration skills among primary students. Data were gathered using a classroom action research design during three instructional cycles with pre-tests, post-tests, classroom observations, and documentation analysis. The sample of the study was 32 students and a science teacher. The quantitative findings revealed that there was a tremendous positive change in the learning outcomes of students, whereas the qualitative findings showed that students were more active, enquiring, problem-solving, and interacting positively in the classroom. It is noted in the study that teacher facilitation, systematic instruction planning and reflective practice are critical in mediating the effectiveness of FTM. The incorporation of field-based learning as part of current teaching and learning processes, as opposed to isolated activities, also enhanced student attendance and knowledge retention. The results further reveal that FTM applied with care can promote cognitive and behavioural growth, which favours experiential, constructivist and place-based methods of learning. This study offers a practical implication of how to design and execute field-based activities in resource-constrained learning environments and proves that the effectiveness of FTM relies on planned consideration, teacher directing, and alignment with learning goals