1

THE EFFECTS OF OUTDOOR LEARNING IN BEHAVIOR OF LEARNER

A THESIS RESEARCH PRESENTED TO THE FACULTY OF THE

SCHOOL OF GRADUATE AND PROFESSIONAL STUDIES

UNIVERSITY OF PANGASINAN-PHINMA EDUCATION NETWORK

DAGUPAN CITY

IN PARTIAL FULFILLMENT

OF THE REQUIREMEMTS FOR THE DEGREE

MASTER IN EDUCATION

MAJOR IN EDUCATIONAL LEADERSHIP

by

Olive O. Soriano

2020
 2

APPROVAL SHEET

In partial fulfillment of the course requirements for the

degree: Master in Education (M. Ed.), major in Filipino,

this Action Research

THE EFFECTS OF OUTDOOR LEARNING IN BEHAVIOR OF LEARNER

, prepared and submitted by Olive O. Soriano, is hereby

accepted.

Adviser

Maria Caridad Garcia

 3

ABSTRACT

A growing number of schools around the Philippines

have begun adding outdoor learning to their curriculum in

hopes to improve the education of K-12 learners. Teachers

are not only focusing on what is available in the classroom,

but also looking at nearby surroundings that could benefit

their learners. State that learning outdoors is defined as a

method of experimental learning through all senses by way of

exposure to the natural environment and provides learners

with more opportunities from which to learn. Learning

outdoors is an authentic experience for learners allowing

them the chance to explore and investigate the world from

outside the classroom. This research found learning outdoors

could have benefits not only to learners, but also teachers.

The natural world is available and accessible for all to

learn from and appreciate.

 4

TABLE OF CONTENTS

Page

Title Page ………………………………………………………. i

Approval Sheet ………………………………………………………. ii

Abstract ………………………………………………………. iii

Table of Contents………………………………………………………. iv

CHAPTER I – INTRODUCTION

The Problem and

Its Background ……………………………………… 1-3

Statement of the Problem ……………………………………… 3-4

Research Questions ……………………………………… 4

Significance
And Purpose of the Study ……………………………………… 4-5

Scope and Delimitation …………………………………… 5-7

CHAPTER II – METHODS AND DESIGN ………………………… 8-20

CHAPTER III – RESULTS

AND FINDINGS ………………………… 21

CHAPTER IV – CONCLUSIONS
AND RECOMMENDATIONS ………………………… 22-25
 5

BIBLIOGRAPHY ............................

..................... 26-30

APPENDICES

APPENDIX

A.................................................31-32

APPENDIX B

................................................. 33-34

APPENDIX C

................................................. 35-36

CURRICULUM VITAE

................................................. 37-38
 6

CHAPTER I

INTRODUCTION

A. THE PROBLEM AND IT’S BACKGROUND

A growing number of schools around the Philippines have

begun adding outdoor learning to their curriculum. It is

hoped behavioral issues withinthe classroom will become less

evident when learners get the opportunity to learn

intheoutdoors. By using their outdoor surroundings for

learning, learners are getting the chance to get up, move

around, explore the world outside and develop critical

thinking skills while partaking in a different type of

learningenvironment.Many children struggle to sit still

and/or listen while being in a confined area, such as in a

classroom. By taking them outdoors, this offers learners a

uniquely rich context to frame their learning and provides

them with movement, stimulation and grabs their attention so

they can focus on their learning. If learners are more

focused, it is less likely for them to cause disruptive

behaviors.

Aguilar Integrated School is medium sized school

located at Pangasinan. This school is the site of the

present action research study.

 7

Table 1 Learner Demographics

Grade Males Females

11 4 1
12 8 2

Table 2
On Task Behavior for Most or Some of Time of Grade 11 and 12
Learners

Before During After

65% 65% 85%

Data for Figures 1A and 1B and Table 2 were taken from

the observational data using the Tally Sheets. These

particular Figures focus on the Rainy Day Observation

Lessons. Figures 1A and 1B show that more on-task behaviors

were noticed between grade three and grade four after the

Rainy Day Observation Activity. There was no change in the

grade twobehavior for this activity. Additionally, when

analyzing on-task behavior during the experience, there was

no change from before the activity as indicated in Table 2;

however, there was a gain of 20% in on- task behavior

following the outdoor learning experience.

Behaviors can have a domino effect. They can be

triggered by the lack of academic interest, stimuli and

confidence, which then can affect their motivation to learn

and stay on task. Using the outdoor setting for different

 8

learning experiences can impact greatly those learners who

struggle in the classroom setting. It can increase learner

motivation to learn andbuild confidence, which in turn, can

improve learner behavior. James and Williams statethese

hands-on experiences with nature give children who have

different learning abilities or who may have behavioral

difficulties, an opportunity to experience a sense of

achievement.

B. STATEMENT OF THE PROBLEM

Learning outdoors can mean different things to

different individuals. Schools around the country have begun

adding outdoor learning to their curriculum to potentially

improve learners’ education. Teachers are not only focusing

on what is available in the classroom, but also looking at

nearby surroundings that could benefit their learners, both

academically and behaviorally.

Teachers have long dealt with undesirable behaviors

within the classroom. Little information is available on

whether bringing learners outdoors for learning changes

behaviors when back inside the classroom. Therefore, the

purpose of this action research study will explore whether

bringing learners outdoors for learning creates favorable

behaviors that are conducive for learning when brought back

 9

into the classroom setting.

C. RESEARCH QUESTION

1. What effect can exposure to outdoors learnings have

upon elementary learners' behavior within the school

environment?

D. SIGNIFICANCE OF THE PURPOSE OF THE STUDY

The research learning outdoors can mean different

things to different individuals. For some, it can be

referred to as, based learning (PBL), outdoor learning or

environmental education (EE).This learning can be done by

means of audio-visual and through all physical senses

improving the retention of knowledge in learners. Stresses

learning outdoors as a hands-on, real-world learning

experience that increases academicachievement. Although

defining learning outdoors is different from person to

person, the common thread of this style of learning is an

authentic experience for learners that allow them the chance

to explore and investigate the world from outside the

classroom 88% of Aguilar Integrated School are not spending

as much time in nature as they spend on other indoor

activities. 66% of Aguilar Integrated School say that they

“have had a personal experience in nature” making them

 10

appreciate nature more. It is suggested that if youth are

given more opportunities to have a meaningful experience

outdoors, they will be more likely to value nature, engage

with it, and feel empowered to do something about it. Being

outdoors gives learners a chance to have fun and provides

them a place to escape their stresses and fears. In

aadditional benefits for learning outdoors were cited. They

write about how learning outdoors provides learners with

better self-confidence, concentration, knowledge retention,

and comprehension as well as social, language,

communicative, and physical skills.

E. SCOPE AND DELIMITATION OF THE STUDY

This study of outdoors learnings provides an immediate

and real experience for learners that sparks questions,

offers avenues of exploration and investigation, Although

this may look different from classroom to classroom, the

benefits are the same. Explains that children who go outside

regularly notice the cycles and patterns of nature, the

habits of animal life, the beauty of the world around them.

Learning from routine outdoor experience is not just

deliberate, it is natural. Benefits of learning outdoors

include academic achievement, reduced classroom management

problems, and more importantly, increased enthusiasm for

 11

learning. Learning outdoors builds physical fitness,

strengthens one’s senses and mental health, while relieving

some of the everyday pressures that may lead to childhood

depression. It builds on children’s intrinsic curiosity and

their need to interact with real objects and events. And

when we enlist the community in the development and

maintenance of the outdoor learning experience, the entire

community will benefit. The lasting pleasures of contact

with the natural world are not reserved for scientists, but

are available to anyone who will place himself under the

influence of earth, sea, and sky and their amazing life.

Table 3
On Task Behavior for Most or Some of Time of 5th, 4th and
6th Grade Learners

Before During After

80% 95% 65%

Data for Figures 2A and 2B were taken from the

observational data using the Tally Sheets. These particular

Figures focus on the Nature Scavenger Hunt Lessons. Figures

2A and 2B show learners in all grades had a small decrease

in on-task behaviors before the Nature Scavenger Hunt

compared to after this activity. Additionally, when

analyzing on-task behavior during the experience, there was

a significant increase of 15% from before the activity as

 12

indicated in Table 3. Interestingly however, there was a

significant decrease of 30% in on-task behavior following

the outdoor learning experience compared to during the

lesson. .
 13

CHAPTER II

METHODS AND DESIGN

This study used indoor and outdoor classroom

observations using Tally Sheets as well as pre- and post-

Attitude Assessment Scales conducted anonymously to learn

about the learners’ background to outdoor experiences. This

study is considered to be experimental in nature.Four

different lessons occurred during this study. Each lesson

was typical to our curriculum and standards-based; contained

science and writing components; and occurred outdoors.

Observational data was collected before, during and after

each lesson to examine frequency of on- and off-task

behaviors. Researcher (teacher) instructs a different grade

level of learners, each lesson was adjusted according to age

appropriateness, with the objectives remaining the same. The

first lesson focused on observations of a rainy day and then

using the observations to write a story. The second lesson

included a nature-based scavenger hunt, which utilized

technology. A nature walk where items were collected to

create a character and develop a story was the third lesson.

The final lesson included observations outdoors and then the

 14

culmination of a poem.

The sample of this action research study consisted of

twenty elementary age learners ranging in grades 4-6.

Learners chosen to participate in this study had a history

of off-task behaviors. Prior to the study, all learners in

each class were initially observed for frequency of off-task

behaviors. There were a total of four girls and sixteen boys

chosen to participate in the study according to their

propensity to off-task behavior in a classroom setting. The

history of these learners’ off-task behavior was confirmed

by viewing the School-Wide Information System (SWIS) data

for each learner from the previous school year. In order to

answer the research question, data was collected in multiple

ways. Prior to starting the outdoor learning activities, all

learners were given a Time Spent Outside of School Learner

Survey to provide background information on learner interest

in the outdoors. In addition to the Survey, all learners

were given an Attitude Assessment before outdoor learning

activities to determine attitudinal change.

Finally, I used Tally Sheets to collect observational

data to inform the level of participation engage by the

learner throughout the day. The initial observation occurred

one-hour before the outdoor lesson. The second observation

occurred during the outdoor lesson. The last observation

 15

occurred indoors one-hour after the outdoor lesson. These

observed behaviors aided in determining if outdoor learning

time significantly affected indoor learning behaviors.

Data Analysis

Observation Data

Raw observational data was collected before, during, and

after outdoor learning experiences on the Tally Sheet (See

Appendix C). Researchers observed learners prior to going

outdoors while giving instructions for the outdoor learning

experience. While outdoors, teachers continued to observe

learners using the Tally Sheet. Tally Sheet observations

continued when learners returned indoors to determine

whether behaviors changed in a positive way, negative way or

in no way at all. At the end of the day, teachers reviewed

the Tally Sheet and put data results into a spreadsheet.

Behavioral Data

The primary use of the behavioral data was for initial

selection of learners; however, it was used during the study

for validation. During this process, initial observations

occurred for off-task behaviors, observational data from the

Tally Sheet, and School-Wide Information System (SWIS) data

were compared through the process of triangulation to

 16

establish validity and credibility. The information gained

was used to determine if the outdoor learning experience

contribute to a positive behavioral change for learners.

Attitude Assessment Data

Prior to participation in the research, each learner

completed an Attitude Assessment to determine his/her

attitude of the outdoors. After learners completed each of

the four lessons that were presented during the first nine

weeks of school, they were then given the Attitude

Assessment once again. This information indicated whether

learners’ attitudes toward the outdoors changed from the

first week to the last week of our outdoor activities.

Time Spent Outdoors Outside of School Data

Each learner completed a survey about how s/he spends

time outdoors. The intention for this survey was to gauge

learners’ comfort level in the outdoors. Knowing the comfort

level and activities learners engaged in can assist in

deciding which outdoor learning activities may be

appropriate so as not to deter from the core content.

Reporting Findings

The purpose of this study was to examine potential

 17

effects exposure to learning outdoors had upon senior high

school learning behavior within the school setting. As part

of this research, data was collected in the forms of teacher

observations to determine behavioral change and

learnersurveys designed to measure learners’ attitudes and

perceptions of their experiences as participants in learning

outdoors, as well as their interests.

This research study consisted of twenty elementary-aged

learners ranging in grades 4-6

4. A total of four girls and sixteen boys were chosen to

participate in this research

Effects of Outdoors Learning

The research question focused on the effects exposure

to learning outdoors upon elementary learners' behavior

within the school setting. To answer this question, observed

learners before, during, and after an outdoor learning

experience. Four lessons were implemented during the study

that took learners outdoors to meet objectives. In the

following information, each lesson will highlight behavior

data before and after the outdoor lesson via a bar graph as

well as a comparison via a table of before, during and after

on task behavior. In the bar graphs, each grade level is

distinguished by color. In the table, the twenty learners

 18

were collectively examined. The data in these figures and

tables comes directly from teacher’s observational data

collectively compiled from the Tally Sheets.

Number of Learners

grade 2

grade 3

Figure 1A. Observations of on-task behaviors conducted

before rainy day lesson.

grade 2

grade 3
 19

grade 2

grade 3

Figure 2B. Observations of on-task behaviors conducted after

rainy day lesson.
 20

Figure 2A. Observations of on-task behaviors conducted

before nature scavenger hunt lesson.
Number of Learners

grade 2

grade 3

Figure 2B. Observations of on-task behaviors conducted after

nature scavenger hunt lesson.
 21

Number of Learners

grade 2

grade 3

Figure 3A. Observations of on-task behaviors conducted

before nature walk/collection lesson.
Number of Learners

grade 2

grade 3

Figure 3B. Observations of on-task behaviors conducted after

 22

nature walk/collections lesson.

Table 4
On Task Behavior for Most or Some of Time of 2nd, 3rd and
4th Grade Learners

Before During After

85% 90% 75%

Data for Figures 3A and 3B were taken from the observational

data using the Tally

Sheets. These particular Figures focus on the Nature

Walk/Collection Activities. Figures 3A and 3B show a slight

increase in on-task behaviors in grade three after the

Nature Walk/Collection. In contrast, grade 4 and grade 6 had

a slight decrease in on-task behaviors among learners after

the Nature Walk/Collection. Additionally, when analyzing on-

task behavior during the experience, there was a marginal

increase of 5% from before the activity as indicated in

Table 4. As indicated in the Rainy Day lesson previously

highlighted, there was once again a significant decrease,

15%, in on-task behaviors after the outdoor learning

experience when compared to during the outdoor learning

experience. In the case for this lesson, there was a decline

from before lesson on-task behaviors to after lesson on-task

behaviors of 10%.
 23

Number of Learners

grade 4

grade 5

Figure 4A. Observations of on-task behaviors conducted

before nature bathing/diamante poem lesson.
Number of Learners

grade 4

grade 5
 24

Figure 4B. Observations of on-task behaviors conducted after

nature bathing/diamante poem lesson.

Table 5
On Task Behavior for Most or Some of Time of 2nd, 3rd and
4th Grade Learners

Before During After

75% 90% 80%

Data for Figures 4A and 4B were taken from the observational

data using the Tally Sheets. These particular Figures focus

on the Nature Bathing/Diamante Poem

Activities. Figures 4A and 4B show a modest increase (5%) in

on-task behaviors for learners in all grades after the

Nature Bathing/Diamante Poem activity. Additionally, when

analyzing on- task behavior, there was a 15% increase from

before the activity to during the activity as indicated in

Table 5. Also, there was a 5% increase from before the

lesson on-task behavior to after the outdoor lesson on-task

behavior.When comparing all the figures above, it can be

stated there was a marginal increase of on-task behaviors

observed throughout 4th, 5th, and 6th grade after completing

an outdoor learning lesson. In three of the four activities,

the on-task behavior shown by the learners compared from

before the outdoor learning activity to after the outdoor

learning increased.Whereas, in the Nature Scavenger Hunt,

 25

there was a decrease in on-task learner behaviors. We also

discovered through our experience that the number of

learners liking the outdoors increased by 60% since

introducing learning in the outdoors.

 26

CHAPTER III

RESULTS AND FINDINGS

A growing number of schools around the Philippines

have begun adding outdoor learning to their curriculum in

hopes to improve the education of K-12 learners. Teachers

are not only focusing on what is available in the classroom,

but also looking at nearby surroundings that could benefit

their learners. State that learning outdoors is defined as a

method of experimental learning through all senses by way of

exposure to the natural environment and provides learners

with more opportunities from which to learn. Learning

outdoors is an authentic experience for learners allowing

them the chance to explore and investigate the world from

outside the classroom. This research found learning outdoors

could have benefits not only to learners, but also teachers.

The natural world is available and accessible for all to

learn from and appreciate.

 27

CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

Based on the findings of this study, there are positive

effects after learners are experience learning in an outdoor

setting. Behaviorally, when examining and comparing the SWIS

data , there was a 62% overall decrease in learner referrals

for learners previously having one or more infractions from

the 20 learners that we studied.While not a cause, a

possible correlation to the significant decrease in office

referrals could be due to an increase in outdoor learning

opportunities. This could be due to a higher level of

engagement when involved in outdoor learning, as indicated

in on-task behaviors and recorded in the Tally Sheets. On

average, there is a 9% increase comparing on-task behavior

during an outdoor lesson to before the lesson. This same

average, 9%, holds true when comparing on-task behavior

during an outdoor lesson to after the lesson. Learners are

more likely to exhibit on-task behaviors during outdoor

lessons then before or after. In conclusion, learners are

more engaged and less likely to display off-task behaviors

during lessons occurring outdoors. Through the Attitude

 28

Assessment, we discovered learners were more apt to have an

overall better attitude after being exposed to the outdoors.

Learning outdoors promotes imagination and creativity,

increases motivation forlearning to take place, and enhances

social relationships (Broda, 2011). This was witnessed in

higher levels of learner creativity, imagination, and new

relationships. One learner, who is usually quietly seated in

his desk drifting away from lessons, was found up in front

leading the class to the trail and interacting with learners

whom he would otherwise shy away from. High participation

was observed during most outdoor activities as learners

asked more questions and were more involved with looking for

answers about the things we were discussing. Learners were

seen collaborating, searching, and writing about

theirfinding.An increase in enthusiasm amongst learners was

noticed for outdoorlearning. Comparing the Attitude

Assessment pre-assessment to the post-assessment, the number

of learners liking the outdoors increased by 60%. Teachers

and learners both looked forward to the outdoor learning

times. Learner requests for more outdoor learning

timeincreased as lessons progressed. Learners shared with

parents and others about their positive experiences of being

in the outdoors. Other teachers, not included within this

research, inquired about the outdoor lessons taught and

 29

showed interest in conducting their own lessons with

theirlearners. Time in the outdoors improves a child’s

coordination and self- esteem. Quiet, timid learners were

observed taking on new roles while in the outdoors. They

demonstrated a personal ownership in the lessons and for

some, took on a leadership role. It seemed as if being

outdoors opened them up a little bit more. These learners

would see things that interested them or they knew lots of

information about and they exploded with excitement to share

their knowledge with others around them. Something that

would not otherwise be seen in the classroom.

This research study aimed to help with the

understanding that outdoor learning has a positive effect on

learners. It would be interesting to continue this research

throughout the school year to see if additional positive

changes are presented in learners. This could give insight

to see if the longevity of the activities forms a positive

habitual routine for learners. One could also study to see

if the weather plays a role in learner behavior. When

learners conducted investigations, particularly in the

outdoors, they were more engaged in the local environment,

became stewards of their environment, and improved their

skills in several educational disciplines; all while

 30

preparing themselves for 21st- century jobs. It would be

interesting and insightful to expand the research into these

parameters of engagement and stewardship of the local

environment beyond the school day. Additionally, research

could continue into multiple content areas to seek whether

there is positive impact when combined with

outdoorlearning.Learning outdoors can create school unity

with cross grade collaboration. Collaborate with staff

members on what has been done and form new ideas for future

activities. Veteran teachers, especially science teachers

are full of background knowledge and usually are happy to

help. Involving learner mentors can also add in on the

benefits, as would obtaining resources from community

experts.
 31

BIBLIOGRAPHY

Bourne, B. (2000).Taking inquiry outdoors: Reading, writing,

and science beyond the classroom walls. York, ME:

Stenhouse.

Broda, H. W. (2011). Moving the classroom outdoors:

Schoolyard-enhanced learning in action.

Portland, ME: Stenhouse.

Eick, C., Tatarchuk, S., & Anderson, A. (2013, March).

Vision + community = outdoor learning stations: Local

partners can provide the expertise, labor, and even

funding to transform your school's outdoor areas into

outdoor learning stations. Science and Children, 50(7),

61+. Retrieved from

http://go.galegroup.com.pearl.stkate.edu/ps/i.do?

p=PROF&sw=w&u=clic_stkate&v=2.1

&it=r&id=GALE
%7CA323259710&asid=60ec7ecbbb176838e02b3563b131826e

Ernst, J., & Monroe, M. (2004). The effects of environment‐

based education on learners critical

thinking skills and disposition toward critical thinking.

Environmental Education Research,10(4), 507-522.

doi:10.1080/1350462042000291038

Ferreira, M. M., Grueber, D., &Yarema, S. (2012). A

 32

community partnership to facilitate urban elementary

learners' access to the outdoors.School Community

Journal, 22(1), 49-64.

Gibson, P. (2011). Step outside for learning. Green Teacher,

(91), 18-21. Retrieved from

http://pearl.stkate.edu/login?url=http://search.proques

t.com.pearl.stkate.edu/docview/852

769444?accountid=26879

Haines, S. (2016). Feet wet, hands dirty: Engaging learners

in science teaching and learning with stream

investigations. Journal of College Science Teaching,

46(1), 12-17.

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554A21PQ/8?accountid=26879

James, J. K., & Williams, T. (2017).School-based

experiential outdoor education.Journal of Experiential

Education, 40(1), 58-71. doi:10.1177/1053825916676190

Kail, A. (2006).Sustaining outdoor classrooms.Green Teacher,

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Kim, C., & Fortner, R. W. (2006). Issue-specific barriers to

addressing environmental issues in the classroom: An

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Education, 37(3) 15-22.

Lieberman, G. A., Hoody, L. L., & State Education and

Environmental Roundtable, S. C. (1998).

Closing the achievement gap: Using the environment as an

integrating context for learning.Results of a

Nationwide Study.

Louv, R. (2008). Last child in the woods: Saving our

children from nature-deficit disorder. New York, NY:

Workman.

Louv, R. (2011). The nature principle: Human restoration and

the end of nature-deficit disorder.

New York, NY: Workman.

Mayes, V. (2010).Outdoor classrooms.Science and Children,

47(6), 62-63. Retrieved from

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accountid=26879

Palavan, O., Cicek, V., &Atabay, M. (2016).Perspectives of

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 34

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Sobel, D., (2005). Place-based education: Connecting

classrooms and communities. Great Barrington, MA: Orion

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Appendix A

Time Spent Outside of School Learner Survey

Where do you like to spend your free time?

indoors

outdoors

When indoors, what do you like to do?

read

watchtv

play videogames

play card/boardgames

play with mytoys

When outdoors, what do you like to do? (check all that

apply)

running/biking

playing yardgames

playing sportgames

gardening/yardwork

justplaying

Do you belong to any community groups? (check all that

apply) Boy/Girl Scout

4H

Kinship

Boys & GirlsClub

 37

Youth Groups(Kiwanis/church)
 38

In the last year, have you visited... (check all that apply)

Pine GroveZoo/Park

Maple IslandPark

Lindbergh StatePark

Crane Meadows WildlifeReserve

FishingMuseum

About how much time do you spend outside each day? (not
counting school time)

30 minutes orless

30-60minutes

more than anhour

 39

Appendix B

Attitude Assessment Scale about Learning

Outdoors

Please read and answer the following questions about

learning outdoors.

When you hear that you'll be going outdoors for learning,

how does it make you feel?

Excited

Disappointed

Whatever

What do you like best about going outdoors for learning?

What do you like least about going outdoors for learning?

I wish my teachers took me outdoors more for learning.

Agree

Disagree

NotSure

I feel I can focus better when learning outdoors.

 40

Agree

Disagree

NotSure

Why did you answer the way you did for question #5? Please
be specific.
 41

Appendix C

Teacher Observation Recording Sheet

Date: Time: Class/Lesson: Typ

Activity: Small
GroupAlone GroupLarge
 42

(before) Attentive (during) (after)

Learner to Displayed on- Participated in
Name instruction/teache task behaviors. class discussion.
r

Words used to describe attentiveness, on-task behaviors, and

participation: Most of the time, Some of the time, Very
little of the time, None

Comments:
43