Secondary school students’ perceptions of outdoor Biology learning and gender dynamics in Egor LGA, Edo State, Nigeria

ABSTRACT

Outdoor learning has gained increasing attention as an approach to enrich Biology learning by providing authentic learning experiences beyond the classroom. This study aimed to examine secondary school students' perceptions of outdoor Biology learning, with particular emphasis on conceptual clarity and gender dynamics in Egor Local Government Area, Edo State, Nigeria. A descriptive survey design was employed involving 100 senior secondary school students selected through a multistage sampling procedure. Data were collected using an expert-validated four-point Likert questionnaire (reliability coefficient = 0.75) and analyzed using frequency counts and percentage distributions. The findings indicate that most students expressed positive perceptions of outdoor learning, reporting that outdoor activities supported their understanding of Biology concepts and enhanced their engagement during learning. The results also revealed that many students perceived gender-related differences in outdoor learning experiences, although female students were likewise perceived as demonstrating strong conceptual understanding of Biology. Because the study examined students' perceptions rather than objective learning outcomes, the findings should be interpreted as subjective evaluations of learning experiences rather than evidence of differences in academic achievement or the effectiveness of outdoor learning. The study suggests that Biology teachers and school administrators should design structured and inclusive outdoor learning activities that encourage meaningful participation for all students while supporting contextual learning experiences in Biology education