Proposed Guidelines for the Adaptation of Regular Time-Out-of-Class Activities for Public Junior High School

Abstract

INTRODUCTION

The scope of outdoor education should not be limited to environmental education but to include courses such as mathematics and even political sciences. Achieving the said objectives of outdoor education depends on the teachers. Therefore, this study aims to determine the junior high school teachers' perspectives concerning outdoor education and to find out the limitations that the teachers face in the implementation phase of outdoor education. Furthermore, the researcher aims to promote outdoor education amongst the said teachers considering that the concept of outdoor education is very new in Philippines and thus the related resources are very limited. This is a survey-based result.

METHODS

The study made use of descriptive comparative method and established a formal procedure to compare and conclude that one is better than the other. In this study, this research design was utilized to determine the students' learning of the different aspects of development. The instrument used in gathering data and answering the questions in this study was the Teacher-made survey questionnaire. Observations and interviews were also used to verify the accuracy of the data. The data gathered from the respondents were treated statistically using the weighted average and ANOVA.

RESULTS

The researcher believes that the result of this study will be of great use in assessing students' different aspects of development by adapting of regular time-out-of-class activities for Public Junior High School. The different aspects of development were analyzed evidently not learned as far as the adapting of regular time-out-of-class activities is concern in teaching Public Junior High School students. The proposed guidelines for the adaptation of regular time-out-of-class activities for Public Junior High School which focus on the students' different aspects of development.

DISCUSSIONS

Teachers should come up with the appropriate out-of-class activities that will promote physical development among the students. The teachers should be encouraged to take educational advancement and attend trainings/seminars on experiential learning/time-out-of-class activities. Moreover, the teachers should follow the principle of cognitive domain when they plan their lessons. The proposed policy for the adoption of experiential learning can be adopted as guide for the improvement of the teachers.