A Critical Evaluation of Outdoor Learning for Primary Aged Learners

This research proposal critically evaluates the benefits of outdoor learning for primary aged learners. The introduction outlines the background, research aim, and objectives, focusing on the impact of outdoor learning on primary school students. The literature review examines key concepts, benefits, and challenges associated with outdoor learning, drawing on various academic sources. The methodology section details the research methods, including quantitative approach, positivism philosophy, deductive approach, and data collection methods. Ethical considerations and a timeline are also included. The study aims to provide recommendations for enhancing outdoor learning experiences, examining the incorporation of outdoor learning within the national curriculum, benefits, and challenges faced in imparting outdoor learning to primary aged learners. The conclusion summarizes the findings, highlighting the importance of outdoor learning for the holistic development of children. The research employs both primary and secondary data collection methods, using a non-probabilistic sampling method with teachers. The researcher has ensured ethical considerations and proper citation of all sources.

Research in education
research proposal

Table of Contents
TOPIC: “To critically evaluate if outdoor learning is beneficial for the primary aged learners.”. .3
INTRODUCTION...........................................................................................................................3
Background.................................................................................................................................3
Research aim and objectives ......................................................................................................3
LITERATURE REVIEW................................................................................................................4
RESEARCH METHODOLOGY ....................................................................................................5
ETHICAL CONSIDERATION.......................................................................................................6
TIMELINE.......................................................................................................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................9

TOPIC: “To critically evaluate if outdoor learning is beneficial for the primary
aged learners.”
INTRODUCTION
Background
Outdoor learning is a broad phenomenon which is useful in discovering, learning and
experimenting about the specific natural world by engaging within adventurous and
environmental activities. The key benefits of the outdoor learning is that, it is useful in creating
self awareness and also developing collaborative work. This study will develop critical
understanding on how outdoor learning is beneficial for the primary aged learners.
Research aim and objectives
Research aim
“To critically evaluate if outdoor learning is beneficial for the primary aged learners.”
Research objectives
 To examine the key concepts associated with the outdoor learning and should it be
incorporated within the national curriculum to benefit primary aged learners.
 To critically examine if outdoor learning is beneficial for the primary aged learners.
 To evaluate the key challenges which has been faced while imparting outdoor learning to
the primary aged learners.
 To provide effective recommendations to improve the outdoor learning experience for
primary aged learners.
Research questions
 What are the key concepts associated with the outdoor learning and should it be
incorporated within the national curriculum to benefit primary aged learners?
 What are the benefits related with the outside learning among primary aged learners?
 What are the key challenges which has been faced while imparting outdoor learning to
the primary aged learners?
 What are effective recommendations to improve the outdoor learning experience for
primary aged learners?
Rationale
The research worker has selected this topic because it has a wide subject matter and is
useful in examining the key benefits of the outdoor learning for the primary aged learners. This

research project is also chosen because of the personal and academic interest and gain wider
knowledge associated with the subject matter.
LITERATURE REVIEW
To examine the key concepts associated with the outdoor learning and should it be
incorporated within the national curriculum to benefit primary aged learners.
Agusta, (2018, December) stated that, outdoor learning is a wide phenomenon which
helps in discovering, learning and experimenting about the specific natural world by engaging
within adventurous and environmental activities. Such education tends to take place outside the
classroom. Outdoor learning mainly comprises of climbing, nature hiking, canoeing, group
games, rope courses, beach volleyball, gardening, texture scavenger hunt, sailing, cycling,
running, camping and various other activities. This is considered to be as an experimental
learning which tends to take place outside the premises. It mainly comprises of the biological
field trips and also helps in creating expedition into the wilderness. Asrial and et.al., (2019)
examined the fact that, the key significant concept associated with the primary learning mainly
helps in social and personal development and helps the primary age learner to effectively
develop high degree of deeper set of relationship with the nature. It is significant in enhancing
the social and personal development and it helps in attaining better learning and teaching
experience within the national curriculum to benefit primary aged learners. Learning is not
mainly associated with the educational indoor learning. Outdoor learning is useful because it
helps in providing memorable learning experience which tends to make sense about the world
and helps in putting learning within a meaningful context.
To critically examine if outdoor learning is beneficial for the primary aged learners.
Kangas, Vuojärvi and Siklander, (2018) investigated that, an outdoor education learning
programs is considered to be highly useful in effectively teaching outdoor survival skills and is
significant in improving the problem solving skills. It is also beneficial for the primary aged
learners because it helps in understanding about the natural environment and helps in gaining
first hand learning experience. Outdoor learning is very prominent and beneficial for the primary
aged learners because it helps in enhancing the social and personal communication skills. It is
also significant in improving the physical, mental and also spiritual health of the primary aged
learners. Outdoor learning is useful in the creation of holistic development of the child by
effectively improving the confidence, self resilience with the help of real life situations. It is

prominent for the children to help identify the risks and hazards in the environment.
Subsequently Arianti, and Aminatun, (2019, June) argued that, outdoor learning is useful in
effectively fostering connection and also helps in encouraging meaningful and loving
relationship to effectively live, learn and work within the specific local area. It is useful in
appreciating meaningful set of relationship which tends to foster respect, tolerance and kindness.
The key benefits of the outdoor learning is it is significant in creating self awareness and also
helps in developing collaborative work. Outdoor learning is highly beneficial for the primary
aged learners because it helps them to engage with the environment and nature. It is useful in
improving the motor skills and building self confidence, resilience and positive set of risk taking
opportunities. It helps in indulging students within outdoor competence and and lifelong
participation.
To evaluate the key challenges which has been faced while imparting outdoor learning to the
primary aged learners.
Rahmat, and et.al., (2019) sought to establish the fact that, it is difficult for the teachers
to manage primary aged learners in outdoor environmental setting. There are wide set of risk
related with the injuries and health issues among the primary aged learners. Physical constraints
and changing weather conditions is one of the key significant challenge which has been faced by
the primary aged learners. Subsequently Kangas, Vuojärvi and Siklander, (2018) argued that,
not complying with the environment and ethical standards is considered to be of utmost
importance. No formal status of the teachers which imparting educational learning which leads to
lack of confidence is one of the key significant challenge which has been faced by the primary
aged learners. Lack of maintenance in the outdoor environment increases the chance of getting
hurt to the primary aged learners.
RESEARCH METHODOLOGY
Research methods: It is a defined process which helps in effectively analysing the data to
gain valid set of results. It is grouped into qualitative and quantitative methodologies.
Quantitative methods is used to measure numerical and statistical set of data (Mohajan, 2018).
The researcher of the study will opt for quantitative methodology to critically evaluate if
outdoor learning is beneficial for the primary aged learners.
Research philosophy: It is a belief which helps in effectively analysing and collecting the
specific data sets. It is classified into interpretivism and positivism philosophy. It is useful in

gaining factual knowledge to explore the social reality (Kumar, 2019). The researcher of the
study will opt for positivism philosophy to examine the key concepts associated with the
outdoor learning and should it be incorporated within the national curriculum to benefit primary
aged learners.
Research approach: It is a planned procedural plan which mainly comprise of broad set
of assumptions which helps in significantly analysing the information. It is classified into
inductive and deductive approach. Deductive method helps in exploring the specific known
theory and phenomenon (Mohajan, 2018). The researcher of the study will opt for deductive
approach to critically examine if outdoor learning is beneficial for the primary aged learners.
Data collection: It is an appropriate procedure which is useful in measuring and gather
data to answer state research questions and helps in significantly evaluating outcomes. It is
classified into primary and secondary source of collecting data (Taherdoost, 2016). Primary data
is the first hand information and has been collected through questionnaire. Secondary data is an
already collected information through journal articles, manuals, etc. The researcher of the study
will opt for both primary and secondary source of data collection to critically evaluate if
outdoor learning is beneficial for the primary aged learners.
Sampling: It is classified into probabilistic and non- probabilistic sampling method. The
researcher of the study will opt for non- probabilistic sampling method where 10 teachers who
indulge in outdoor learning to primary aged aged children are selected.
Data analysis: It is classified into thematic and SPSS analysis. The researcher of the
study will opt for SPSS analysis to analyse complex set of data.
ETHICAL CONSIDERATION
The researcher has carried out the study with utmost degree of ethnicity by protecting all
the confidential information of the participants within the research (What Is Ethics in Research &
Why Is It Important?, 2015). The researcher has gathered data from valid journal articles and
online source and has properly cited the information.
TIMELINE
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Introd
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Discu
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CONCLUSION
It has been concluded that, Outdoor learning helps in creating expedition into the
wilderness. It is useful in gaining memorable learning experience and leads to personal and
social development of the individual. It is beneficial because it creates meaningful relationship

with the nature. It is prominent in indulging students within outdoor competence and and lifelong
participation. The researcher has used quantitative research methods to gain knowledge related to
subject matter.

REFERENCES
Books and Journals
Agusta, A.R., 2018, December. Improving the Student’s Cooperation and Environmental Care
Skill using Outdoor Learning Strategy Outbound Variation. In 1st International
Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018).
Atlantis Press.
Asrial, A and et.al., 2019. Exploring Obstacles in Language Learning among Prospective
Primary School Teacher. International Journal of Evaluation and Research in
Education, 8(2), pp.249-254.
Kangas, M., Vuojärvi, H. and Siklander, P., 2018. Hiking in the wilderness: Interplay between
teachers’ and students’ agencies in outdoor learning. Education in the North, 25(3), pp.7-
31.
Arianti, Y. and Aminatun, T., 2019, June. An analysis of outdoor learning towards students’
outcomes in learning biology. In Journal of Physics: Conference Series (Vol. 1241, No. 1,
p. 012061). IOP Publishing.
Rahmat, R and et.al., 2019. The effectiveness of outdoor learning in improving spatial
intelligence. Journal for the Education of Gifted Young Scientists, 7(3), pp.717-730.
Mohajan, H.K., 2018. Qualitative research methodology in social sciences and related
subjects. Journal of Economic Development, Environment and People, 7(1), pp.23-48.
Kumar, R., 2019. Research methodology: A step-by-step guide for beginners. Sage Publications
Limited.
Taherdoost, H., 2016. Sampling methods in research methodology; how to choose a sampling
technique for research. How to Choose a Sampling Technique for Research (April 10,
2016).
Online
What Is Ethics in Research & Why Is It Important?. 2015. [ONLINE]. Available
through:<https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm>