期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2018
卷号：8
期号：1
页码：918-929
DOI：10.6007/IJARBSS/v8-i1/3960
语种：English
出版社：Human Resource Management Academic Research Society
摘要：Motivation in learning Biodiversity-related subjects is crucial in amplifying the learning interest towards subjects within the field of Ecology. Students’ learning interest is piqued whenever interactive teaching techniques such as analogy role play, field trip, and laboratory experiment are utilised. Biodiversity-related subjects have long been embedded in the syllabus; beginning from the foundation-level content during primary education, up until tertiary level in university. However, lack of varieties in teaching methodologies may have contributed in students’ dwindling motivation towards rich-content subjects. This is especially true for Biodiversity subjects as it consists a lot of information for all kingdoms—Eubacteria and Archaebacteria, Animalia, Plantae, Protista and Fungi. Hence, a more interactive approach is needed to initiate and maintain the students’ motivation in learning this subject. This study was carried out to specifically examine the effectiveness of a field trip in enhancing the performance of university students in Biodiversity subjects. Three instruments were used to achieve the objective of this study. These are the Instructional Strategies in self-access learning module, test papers and questionnaire. The respondents were the undergraduate students of higher learning institution in Perak, Malaysia. Data was analyzed using t-test, Pearson correlation analysis and multiple regression analysis. Result on the t-test showed a significant value in the test performance after the field trip activities. Pearson correlation analysis showed a significant relationship between each of the motivation elements with students’ satisfaction during learning sessions while the regression analysis indicates two of the variables explain the satisfaction in learning through field trip. Findings of the study verified the assumption that students’ motivation is enhanced when the module and field trip are embedded within class instruction.
