Inputs for the Development of Proactive Activities for Learners

Abstract

INTRODUCTION

The scope of outdoor education should not be limited to environmental education but should also include courses such as mathematics and even political sciences. Achieving the said objectives of outdoor education depends on the teachers. Therefore, this study aimed to determine the input for the development of proactive activities for learners and to find out the capabilities of teachers engaging in dealing with students’ relationship to acquire the skills necessary for attaining and maintaining personal well-being in a positive response. Furthermore, the researcher aims to promote outdoor education amongst the said teachers considering that the concept of outdoor education is very new in the Philippines and thus, the related resources are very limited.

METHODS

The study used the descriptive comparative method and established a formal procedure to compare and evaluate cases. 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 was the teacher-made survey questionnaire. Observation and interview were also used to verify the accuracy of the data. The data gathered from the respondents were treated statistically using weighted average and ANOVA.

RESULTS

The researcher believes that the result of this study will be of great use in assessing the inputs for the development of proactive activities for learners. The proposed guidelines of the research served on the learners focus on performing proactive activities.

DISCUSSIONS

The result argued that teachers should come up with the appropriate inputs for the development of proactive activities for learners’ physical development. The teachers should be encouraged to take educational advancement and attend trainings/seminars. 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 a guide for the improvement of the teachers.