THE EFFECTIVENESS OF FIELD TRIP TECHNIQUES
FOR COMMUNITY COLLEGE STUDENTS
Faridatuljana Mohd Noor & Zazalli Lazin
Batu Pahat Community College
faridatuljana@gmail.com
ABSTRACT
The study of the effectiveness of field trip techniques for community college students was designed
for developing a brand new environment of teaching and learning in a classroom. The targeted
respondents of this study were several course content instructors from Air-Conditioning Installation
program of Batu Pahat community college. Students from semester four undertaking certificate in
Air-Conditioning Installation were also involved in this research. Non-structured interviews, nonparticipant observation and note taking were the methods used in this research. The result indicates
various answers given by the respondents from the interviews. The needs of field trip techniques
were almost similar for all respondents both students and teachers. In a nutshell, the field trip
techniques can be said as one of the best methods to improve students’ understanding in the
teaching and learning of installation of air-conditioning subjects.
Keywords:
field trip technique; students of community college; course content instructors;
installation of air-conditioning program
1. Introduction
Batu Pahat community college started its operation early in 2012. It offers two programs namely
Certificate in Electrical Installation and Certificate in Air-Conditioning Installation. Both programs
consisted of only six course content instructors. The objective of Certificate in Installation of Air
Conditioning is to provide training for students so that they have the skills not only in theory but also
in practice in the field of air conditioning installation. Upon graduation, students will gain knowledge
and skills to prepare for working life or further studies at a higher level. In the meantime, students
are required to undergo training not only provided by the industry but also for research field. This
study aims to assess the effectiveness of field research techniques to several students and teachers
of air conditioning program.
2. Literature Review
A study conducted by Keiner and Sanders (2009) 'Beyond the Trip Filed: Teaching Tourism Tours
through' examines how teachers use teaching methods are traveling for tourism sociology courses.
The findings of this study helped students understand easily what you want to study in a college. In
this research, the researcher has established a conceptual framework for teaching subjects through
technical tourism travel. In a study conducted by Higgins, Noel, Dewhurst, Elaine and Watkins in
'Field Trip as Teaching Tools in the Law Curriculum', they found that the technique used in the field
trip for primary and secondary schools as well as a pedagogical tool that aims to expose students
real life experience. However, this technique is still not so popular conducted at tertiary level (Falk
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and Malling, 198; Muse, Chiarelott and Davidman, 1982; Anderson and Zhang, 2003). However,
Scarce have found that the technique is a form of field trip experiencing short-term education,
adding that 'what is learned by students and how they learn to be rooted in the community through
social experience' (Scarce, 1997, p.219). Scarce categorized activities as learning experiences and
supported by education expert such as Dewey (1938) and De Martini (1983).
The use of field trip techniques in education are not only be applied in areas such as tourism but also
used in science subjects. Previous studies by Michael Michie (1998) from the Northern Territory
Department of Education found that many factors also affect substantially the teachers to carry out
field trip. Interviews of 28 schoolteachers who teach science found that the field trip used as part of
their pedagogy that students need activities, hands-on, real-life experience and the needs to apply
science outside the classroom. In an article written by Wheeler (2011) field Trips: Tradition in
Jeopardy, even if field trip is an activity that is very exhausting but bring excitement, interest and
have uniqueness brings exhausting but fun, interesting and unique in their own. According to him,
the teacher uses a field trip to provide hands-on learning as well as the remuneration of charge to
students having spent a lot of time in the classroom. Rutter, a professor of economics at Chicago's
Carl Schurz High School has won Teacher Award in 2009 after he organized a field trip to the Federal
Reserve Bank of creative and also some other places related to the subject taught. Rutter also said
that the field trip used as a teaching and learning strategy. Rutter student named Osdaldo Serrano,
17 years old said that the field trip that he followed helped him to expand the network and its
communications with the outside world (Wheeler, 2011).
Although many say the field trip activities benefit students in terms of learning, but in doing so,
there are also constraints that must be taken into account as an expense and management. Quincy
Public School had to stop field trip activities during a downturn economically between the years
2010-2011 in order to save the cost of bus services in carrying out field trip. Field trip activities also
require detailed planning in implementing it as food preparation and drinks, cash and skin care. The
study conducted by Hudson, Tommy, Cooper, Susan, Talbert and Tony (2011), entitled ‘Describing
Connections between Science Content and Future Careers: Implementing Texas Curriculum for Rural
at Risk High School Students Using Purposefully-Designed Field Trip’ found that students describe
the relationship between science and future career by making effective exposure through field trip
activities. Participants of this study were a high school outside the City, Texas. Each participant is
labeled 'at risk' and cannot identified and hardly explain the relationship between science and
careers. A field trip to a vocational training center or a local technology center has been designed to
address the problem. This study uses the multiple case study design. Data obtained from school
records, surveys, individual interviews and focus groups and field notes of observations during the
field trip. The effectiveness of the field trip is clearly seen as each participant can describe the
relationship immediately after this tour is done.
3. Statements of Problem
A problem that might occur every beginning of is complaints among teachers of air-conditioning
installation program that proposal for training exercise for students to undertake field visits is
unapproved. Most of the comments from the instructors is not authorized to carry out field trip
although it was a necessity in the syllabus, teachers do not want to bear the risk, that program had
no impact and require high expenses. This issue arises because field trip expenses need large
allocation to implement it. It then evokes dissatisfaction among some quarters as detrimental to the
financial provisions of the other part. Various questions have been raised about the effectiveness of
the technique to teaching field trip visits. Some even suggest that this technique could be replaced
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with other techniques that are more effective. Various techniques have been done to replacing field
trip technique but its impact is not encouraging in terms of the teaching and learning process.
Students need activities, hands-on, real-life experience and application requirements outside their
classrooms (Michael Michie, 1998).
Therefore, in this study, researchers will review the effectiveness of the field trip visit techniques to
the teaching and learning of the installation of air-conditioning in community colleges. The issue is
particularly important, as field trip is a technique of teaching and learning that often used by
teachers to students to gain knowledge and experience in real life. Higgins, Noelle, Dewhurst, Elaine
and Watkins (2013) found that field trip visit often used in primary and also secondary education as
a pedagogical tool that aims to expose students to real-life experiences. If the issue is not addressed,
it will have a negative impact on the teaching and learning process, and impacting on their career
opportunities in the future.
4. Objectives of the Study
The aims of this study was three-fold:
1. To solicit feedback from teachers regarding students’ experience recognized field trip sites.
2. To solicit feedback from students regarding their experience recognized field trip sites.
3. To compile data to reflect the opinions of teachers and students for successful field trips
5. Significance of the Study
This study gives a lot of importance to a number of parties. Among these are the students, lecturers,
innovation in teaching and learning as well as the industry.
Firstly, this study attaches importance to the students during the learning process. Field trip is
expected to facilitate students to improve knowledge and skills. This is because the learning
atmosphere in the classrooms will be linked to the actual situation through field trips. Therefore, the
cognitive, affective and psychomotor skills of a student could be developed properly. Students will
be more motivated to learn new things, as a learning technique is a lot of fun.
Secondly, the results of this study may also help teachers of air-conditioning installation program in
order to devise more effective teaching techniques that are appropriate to current needs. Teachers
should not only plan preparation for teaching in the classroom but also outside the classroom.
Preparatory visits must comply with certain procedures, particularly the financial aspect and the
safety and health of students.
Next, the results of this study will contribute to innovations in teaching and learning process. Instead
of assembling air-conditioning, other areas also can be practiced from field trip in order to gain
experience in the learning process for the students.
Finally, the industry is also among the most important in the study. They are the party that has the
potential to offer jobs to community college graduates. Field trip learning techniques will make
community college students have an advantage in terms of experience in exploring fields of
endeavor in reality. Then chances are high for graduates to be employed, thereby reducing the
unemployment rate.
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6. Methodology
In this small-scale research, purposive samplings of respondents were selected (Nunan, 1988). Only
three from six course content teachers of Air-Conditioning Installation program were selected. There
were selected purposely in order to get their feedback on students’ experience recognized field trip
sites. They are ranged from age and years of teaching experience as they willing to be observed and
interviewed. The observations were conducted before, while and after the field trip. Notes were also
taken down during the observation, as they did not allow the researcher to record a video during the
observations and interviews.
Other than instructors, fifteen students undertaking Certificate in Air-Conditioning Installation were
also involved in this research. They are the most important respondents, as the researchers need
their feedback in experiencing recognized field trip sites.
6.1 Populations and Samplings
Three teachers teaching Installation of Air-Conditioning program were selected as main respondents
in this research. There were one female and two female teaching Semester One until Semester Four
students undertaking Installation of Air-Conditioning Certificate.
One female teacher aged 35 and has 5 years teaching experience. One male teacher aged 41, has 13
years experience of teaching Air-Conditioning course at various community colleges. And one last
male teacher aged 32 and has 8 years experience. All of them have been teaching at Batu Pahat
community college since the opening of the college.
Other than course content teachers, students of Air-Conditioning program were also involved in this
research. All fifteen semester Four students undertaking Certificate in Air-Conditioning Installation
were selected. They were observed through out the field trip activities; before, during and after. The
researcher interviewed a few of them, as researchers were constraint by time. The students were
grouped in five people and each group had to select a leader. All three leaders were interviewed
representing one person for three big groups of students.
All of the respondents were chosen as they willing to be interviewed and observed for the research.
6.2 Instruments
6.2.1 Interviews
Interviews were conducted for both teachers and students. All the three instructors were
interviewed after office hour on the next day. Unlikely, the students were interviewed in a group
after they finish their classes. The leaders from each group were called after morning class and the
interviews were conducted in empty classroom. Informal conversation took place, as the researchers
did not want the students to feel shy or afraid to speak. They were called in-group so that they can
speak more, sharing more information and feel comfortable when speaking.
The interviews were conducted informally with the teachers and students. As they did not want to
be recorded, notes were taken down.
The interviews were mainly looking forward to answer questions pertaining to field trip techniques.
Questions to teachers are:
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1. What are the advantages to you and students when students come prepared for a field trip
visit?
2. How should teachers prepare students for a visit?
3. What do you expect students to do while visiting?
4. What are the problems or conflicts when students come unprepared?
5. What do you think students gain as a result of having field trip visit?
Meanwhile the questions for students are:
1.
2.
3.
4.
5.
What are the advantages to you when you come prepared for a field trip visit?
How should you prepare yourself for a visit?
What do you expect to do while visiting?
What are the problems or conflicts when you come unprepared?
What do you think you will gain as a result of having field trip visit?
6.2.2 Observation
Observations took place before, during and after the field trip activities. Since it involved nonparticipant observation, researchers planned to observe students’ attitudes before, during and after
the field trip activities. Notes were also taken down during the observations.
7. Discussion
7.1 Interviews
The results for interviews for both teachers and students were almost positive toward the field trip
activities.
Teachers’ Feedback
No.
1.
2.
3.
4.
5.
Question
Answer
What are the advantages to you and 1. Active learning - they need to be prepared to
students when students come prepared participate in the activities planned by the site
for a field trip visit?
coordinators.
2. Students’ behavior - encouraged students to
ask questions and attend and respond to the
answers.
How should teachers prepare students Request pre-visit information and review the
for a visit?
information with the students.
What do you expect students to do while Affective learning - Students should exhibit good
visiting?
behavior as defined by their age and
development.
What are the problems or conflicts when Will not meet the objectives and learning
students come unprepared?
becomes ineffective.
What do you think students gain as a Real experiences that might be a once in a
result of having field trip visit?
lifetime experience for some students.
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Students’ Feedback
No.
Question
Answer
1.
What are the advantages to you when
you come prepared for a field trip visit?
How should you prepare yourself for a
visit?
What do you expect to do while visiting?
What are the problems or conflicts when
you come unprepared?
What do you think you will gain as a
result of having field trip visit?
Know more about the project, can ask many
questions and can try out any of the given task.
Prepare questions beforehand, sleep early,
ensure our health is good and behave.
Hands-on or working knowledge of the site.
Problems with health and safety issues.
2.
3.
4.
5.
First-hand experiences with unfamiliar settings
that provide a complete and accurate picture of
the content.
7.2 Observations
Observation on teachers
Result
Time
Pre
1.
2.
3.
4.
5.
6.
Identify the rationale, objectives and plan of evaluation for the field trip.
Apply for administrative approval from head of department.
File requisition for bus transportation reservation
Make arrangements for meal or sack lunch if needed
Develop schedule for the day
Compose parent permission letter including










7.
8.
9.
10.
Date and location of field trip and transportation arrangements
Educational purpose of field trip
Provision for special needs students
Cost
Clothing for the trip
Lunch arrangements
Money needed
Trip schedule
Whether a student will need prescribed medication administered
Parent signature
Send a letter to parents, communicate assigned duties/responsibilities, review
field trip objectives, and list activities and schedule.
Inform the cafeteria staff if students will be away during the lunch hour.
Submit a list of students who will be attending the field trip to other teachers
if their schedules will be affected.
Create a list of all student names and home phone numbers for use in an
emergency.
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While
1.
2.
3.
4.
5.
6.
Post
1.
2.
3.
4.
5.
Divide class into small groups and assign leaders to groups
Assign each student a partner
Place a class list and student emergency forms in a folder
Secure a cell phone if possible
Take along an emergency kit
Take inventory of food, specific equipment, and other supplies pertinent to
the particular field trip
Share specific assignments students completed while on the field trip.
Create a classroom bulletin board displaying materials developed or collected
while on the field trip.
Link field trip activities to multiple curricular areas.
Share and evaluate student assignments/activities.
Create a short news report about what happened on the field trip. Publicize
the trip at school bulletin board and class Web page.
Observation on students
Result
Time
Pre
While
Post
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
Collaborate with teachers and planning the schedule together.
Helping teachers out in preparing the documents.
Do research about the site they are going.
Keep good health
Prepare questions related to the visit
Ask question related to job scope
Take part in the activities
Taking down notes / pictures about the visit.
Walking in groups.
Leader of each group takes charge of group members.
Prepare report
Discussion with group members, compile photos/notes together
Discussion with teachers.
Applying site knowledge into classroom setting.
8. Limitations
The study only involved students undertaking Certificate in Air-conditioning Installation of Batu
Pahat Community College as samples and location factor that facilitating the research to be carried
out properly. However, the results of the findings can be generalized as there are other colleges that
conduct field trip in teaching and learning for their students in the same field. In addition, teachers
and students of community colleges are mixed from different regions and states throughout
Malaysia. It shows the performance of the Air-Conditioning Installation certificate program not
confined to the local community by community. In addition, the time factor is also a thing to be
considered in carrying out this study because researchers have teaching commitments and include
other management tasks.
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9. Conclusions and Future Recommendation
In general, conducted research has answered the above three questions and concludes that the field
trip gave significant impact on teaching and learning in the field of air-conditioning installation at
Batu Pahat community college. According to Wheeler (2011), many students from Chicago's Carl
Schurlz High School, have graduated after joining a field trip. From this study, it is also found that
field trip technique is relevant to be adopted by the teachers in other field at community colleges.
Therefore, teachers have to figure out that field trip can be one of the techniques to be applied from
time to time.
Based on the research conducted, the field trip is relevant to be practiced in the study of electrical
installation program of Batu Pahat community college. From the point of teaching and learning, this
study has proven this technique can improve students’ motivation. Some changes in attitudes have
been identified to students after joining a field trip as learning outside the classroom. Students
become more enthusiastic, more respect and more adept at communicating. Cognitive development
of students also improved in parallel with psychomotor development. This study also aims to
encourage the community college teachers for creating an innovation for teaching and learning
techniques in their fields.
Finally, this study also shows that community colleges also feature good performance in terms of
reduction in the unemployment rate of graduates. This is because the relationship between students
and the industry are developed indirectly resulting from the conducted field trip. Thus, it helps the
industry to enroll new labors in the future taken from community college graduates.
Acknowledgement
To my family, thank you.
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Abraham, R. (1999). Emotional dissonance in organizations: conceptualizing the roles of self-esteem
and job-induced tension, Leadership & Organization Development Journal, 20(1), 18-25.
Bloisi, W., & Hoel, H. (2008). Abusive work practices and bullying among chefs: A review of the
literature. International Journal of Hospitality Management, 27, 649-656.
Bubany, S. T., Krieshok, T. S., Black, M. D., & McKay, R. A. (2008). College students’ perspectives on
their career decision making. Journal of Career Assessment, 16(2), 177-197.
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E-Proceeding of the International Conference on Social Science Research, ICSSR 2015
(e-ISBN 978-967-0792-04-0). 8 & 9 June 2015, Meliá Hotel Kuala Lumpur, Malaysia.
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