The contribution of outdoor activities in learning biology concepts at the certificate of secondary education in Mtwara region in Tanzania

This study investigated the contribution of outdoor activities in learning biology concepts in a selected secondary school in Mtwara region in Tanzania. Quantitative research approach was employed. It was a quasi- experiment study whereby Pretest- Posttest Control Group Design was used. Data was collected through pretest and posttest and t-test analysis was employed. 128 form three students were involved in the study.The study found out that there was significant difference in performance between learning by using outdoor activities (Intervention group) and lecture method only (Control group) (t = 3.660, p < 0.05). Students who learnt by using outdoor activities outperformed those who learnt by using lecture method only.The study also found out that there was significant difference in performance between girls and boys in the Intervention group (t = 3.518, p < 0.05). Boys outperformed girls. In the Control group there was no significant difference in performance between girls and boys with respect to the posttest scores (t = 3.660, p < 0.05).It can be concluded that outdoor activities is an effective way of teaching biology concepts compared to the lecture method in the Certificate of Secondary Education since learners taught by using outdoor activities outperformed those taught by using lecture method only.Basing on the findings of the study it is recommended that pre-service teachers should be trained in the teachers’ colleges and higher institutions on how to use outdoor activities strategies in their teaching in secondary schools and the school grounds or gardens should be maintained and preserved in order to make them useful resources for outdoor activities as education outside the classroom does not have to mean education outside the school.