ST.

PAUL UNIVERSITY DUMAGUETE

BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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.

Background of the Study

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

school-sponsored activity designed as firsthand observation of objects of study (Zirkel,

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 during their educational careers.

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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BASIC EDUCATION DEPARTMENT – SHS
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

learning experience, including in legal education if they are planned well.

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 support for students.

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

and quality of preparation and follow-up.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

Statement of the Problem

This study focuses to the impacts of educational trips to students` academic performance

and behavior. It specifically answers the following questions:

1. What learnings do students get from having an educational trip?

2. How do students apply said learnings to his/her academic performance in school?

3. What values do students develop over time during an educational trip?

4. What are the Multiple Intelligence that can be developed in having an educational trip

Significance of the Study

Educational trips are usually conducted in universities because it aims to provide

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

upon having an educational trip.

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

of schools` field trips; either it will be an advantage or disadvantage to the students’

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

performance and behavior in school.

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.

Scope and Limitations

Out of more than a hundred of Junior High Schools (JHS) in Saint Paul University

Dumaguete (SPUD), 6 students were interviewed.

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

impact on their academic performances and behavior in having a field trip.

This study focuses on the learning, values and multiple intelligence that the students

develop in their educational trip.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

Definition of Terms

1. Academic Performance- the extent of a student’s achievement during his/her

education.

2. Behavior- the way one acts or conducts himself towards himself or others.

3. Chairperson- a person that serve as the academic team leader in SPUD.

4. Educational Trips- an activity provided by a school for their students to provide

observational learning or experiences outside their daily lives.

5. Kinesthetic Intelligence- skilled in using their body to convey feelings and ideas.

6. Linguistic Intelligence- individual ability to understands both spoken and written

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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

Negative Impact of Educational Trips

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

post, according to the Tanay Police.

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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BASIC EDUCATION DEPARTMENT – SHS
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

exhibits in museums. Trips to malls and attendance at noon-time TV shows are

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

the student’s parents. 

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

FOREIGN STUDIES

Positive Impact of Educational Trips

Learning Stability

According to Jay P. Greene, head of Department of Education Reform at the University

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

Benton’s Ploughing It Under, 79 percent recollected that it is a depiction of a farmer

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

important details about what they saw and discussed.

Critical Thinking

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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.

Morale and Behaviour

According to the study of Bell, Lewenstein; et. al, 2009, concluded that learning science

in informal environments such as field trips involves developing positive science-related

attitudes, emotions, and identities; learning science practices, appreciating the social and

historical context of science; and cognition. Informal environments can be particularly

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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

environments including everyday activity, designed spaces, and programs as individuals

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

nature and about science-relevant interests and skills.

Designing Future Groundwork

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

today’s young learners.

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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

motivations to strive hard in learning art.

Practical Skills

In the study of The Effect of Field Trip On Students’ Academic Performance in Basic

Technology in Ilorin Metropolis, Nigeria by Amosa, et.al. demonstrated the difference

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

CONCEPTUAL FRAMEWORK

Knowledge

Meets family
Positive
expectation

Creates social
bond
Students
Educational Trip
Medical Risks

Negative Home Sickness

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

positive and negative effects of educational trips to students.

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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

recommended to conduct educational trips in school.

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.

This chapter will explain on the process of making the study.

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

get the proper data.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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

connected to the life experience of the respondents.

The following are the steps represent Colaizzi process for phenomenological data

analysis (cited in sanders, 2003; Speziale & Carpenter, 2007)

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

noting their pages and lines numbers.

3. Meaning should be formulated from these significant statements.

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

phenomenon under study.

6. The fundamental structures of the phenomenon should be described.

7. Finally, validation of the findings should be sought from the research participants to

compare the researcher’s descriptive results with their experiences.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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.

Respondents of the Study

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

sampling method. This method of selecting respondent based on their convenient

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

the field trip last December, 2018.

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

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.

Q1. What learnings do students get form having an educational trip?

Table 1. The interpretation table of the learnings of the students from the educational trip.

Translated Significant Cluster Themes Interpretation/Exhaustive

Transcript Statement Description
Student 1
1
We learned 1.1learned #1 They #1 Information
2
about the about old learned about on Historical
3
places and old historical the history and Places And City
4
historical buildings (1-5) traditions of Experience
5
buildings, that the places they S1
6
most of us 1.2Experience went to and The educational trip really
7
probably never the city life (10-12) also gave them information
8
knew about experienced about the places they
9
and also the city life went to and allowed them
10
learned about to experience life in a big
11
life in the big city.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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 4 4. went to #2 They went #2 Future

1
From the workplaces for to different career S4
2
different influence in workplaces. influence They went to different
3
places we went future career workplaces exposing them
4
to there were choice (3-11) to the challenges of
5
different working. This helped them
6
professions realize their interests in
7
and fields so the career they are going
8
that we might to choose in the future.
9
know what we
10
want to do in
11
the future. It Discipline
12
also through group
13
disciplined us activities (13-18)
14
as a group
15
because there
16
were a lot of
17
group
18
activivties.)

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

P3. Apply in certain place.

1
Yes it is history class. (2- Also, the
2 3)
applied in students
3
history. learning is
applied in the
developing bond
Participant 4 within their
P4. Used the classmates to
1
Aral pan, experience in work as a team.
2
because we Aral.Pan. (1-2)
3
experienced it.

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.

Participant 6 (R6) (R6)

P6. Don`t apply
1
(aww) I don`t it. (1-2) No application Not applied
2
apply it.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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)

Q4. What multiple inteligence can be developed?

Table 4. The interpretation table of the multiple intelligence develop by the students.
Translated Significant Cluster Themes Interpretation/Exhaustive
Transcript Statement Description
Student 1
1
Like bodily 1.1Bodily #1 Bodily #1 Bodily S1
2
kinetic kinetic (1-2) Kinetic Kinetic The Student developed
Intelligence Intelligence his/her bodily kinetic
intelligence.

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS

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,

where in the researchers provided and interpreted to each question.

In this study, the researchers attempted to draw conclusions that there could be a possible

impact in the academic performance and behavior of students in school in engaging

educational trips.

Summary of Findings

1. What learning do students get from having an educational trip?

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

more comfortable to speak casually not only to their classmate but also with their teachers

helping them to know more about each other.

2. How do students apply the said learning to his/her academic performance in

school?

The students learning from the educational trip were applied in their academic

performance in school especially in their Araling Panlipunan subject. It is because the

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.

3. What values do students develop over time during an educational trip?

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

the coordination between the people around them.

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

4. What are the Multiple Intelligence that can be developed in having an

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

data to answer the main question.

Academic Performance: Educational trips really do have an impact on the academic

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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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

in school. These multiple intelligence are the visual intelligence, linguistic intelligence and

bodily kinetic intelligence.

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

exposes them to the dangers of a polluted city.

Therefore, we conclude that educational trips really do have an impact to the academics

and behavior of a student.

Recommendations

To help maintain conducting Educational Trip in St. Paul University, the following

recommendations are to be proposed:

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

be applied in their future works.

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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

participating the trip. And to avoid from any possible harm.

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

other supports are wasted upon having that trip.

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

having this research to expand and to express this research.

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

school in diverse environement (pp. 25-26). Washington.

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

Bell, P., Lewenstein, B., et.al (2009) Conclusions and Recommendations. Learning Science

in Informal Environments: People, Places and Pursuits (pp. 292-297). Washington

D.C: The National Academies Press.

Online Books:

Amosa, A.G.A., et.al (2009) effects of Field Trip on Students` Academic Performance in

Basic Technology in Iloria Metropilis, Nigeria. Retrieved from:

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

in Arts Education. Retrived from: https://www.researchgate.net/publication/259948225

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BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

APPENDIX A

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

APPENDIX B

Interview Questions:

1. What learnings do students get from having an educational trip?

2. How do students apply said learnings to his/her academic performance in school?

3. What values do students develop over time during an educational trip?

4. What are the Multiple Intelligence that can be developed in having an educational trip

APPENDIX C

Research Environment

Saint Paul University

Dumaguete

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 ST. PAUL UNIVERSITY DUMAGUETE
BASIC EDUCATION DEPARTMENT – SHS
A.Y. 2018 – 2019

APPENDIX D
RESEARCHER`S PROFILE

Name: RJ Christian B. Maghanoy

Age: 17 yrs. old
Address: Northville, Dumaguete, Negros Oriental
Date of Birth: November 14, 2001
Contact Number: 09776014101
Nationality: Filipino

Name: Karla F. Salatandol

Age: 17 yrs. old
Address: Tapon Norte, San Jose, Negros Oriental
Date of Birth: January 23, 2002
Contact Number: 09975593788
Nationality: Filipino

Name: Glaiza Pearl P. Emperado

Age: 18 yrs. old
Address: Tampocon II, Ayungon, Negros Oriental
Date of Birth: February 2, 2001
Contact Number: 093618788945 34

Nationality: Filipino