INDOOR AND OUTDOOR TEACHING: IMPLICATION TO PERFORMANCE AND ATTITUDE IN ENVIRONMENTAL LITERACY

Abstract

This research work was conducted to determine the students’ performance in, and attitude towards, environmental literacy through the use of indoor and outdoor teaching. The respondents of the study were the grade 10 students of Dolores National High School in Magalang, Pampanga during the second and third quarters of the school year 2017-2018. Quasi-experimental method was used in this study. The instruments used were a multiple-choice type examination for the pretest and the items were rearranged in number for the posttest, and a survey questionnaire adopted from the Environmental Attitudes and Knowledge Scale was used to prove the effect of indoor and outdoor teaching to the attitude of the respondents in environmental literacy. Findings of the study revealed there was an equal number of male and female respondents belonging to low income but not poor family class and have parents who reached college level. Majority of their parents were presently employed. The two groups of respondents had a low level of performance in their pretest. Based on their pretest and posttest results, both groups were able to acquire the needed information to improve their performance scores. However, the respondents exposed to outdoor teaching performed better than those exposed to the indoor lecture method. Moreover, both groups started with a neutral attitude on the three domains of attitude. Scores form both groups eventually improved to positive attitudes. This implies that outdoor teaching may be used to augment and enhance the students’ performance and attitude in environmental literacy