Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities

The purpose of this study was to investigate the impact of outdoor and indoor learning on student academic achievement in science and explore student perceptions of and preferences for either outdoor and/or indoor science learning.

The authors report on their 6-week mixed method, action research study involving 24 consistently-attending students in two, third grade classrooms in one Malaysian school to examine the connection between indoor and/or outdoor learning and enhancement of student academic performance in science as well as learning perceptions.  The students experienced both indoor and outdoor classroom science lessons, with one class receiving indoor learning first, and the other receiving outdoor learning first. Students completed quizzes before and after both learning experiences, as well as questionnaires about their perceptions of both learning experiences. Four teachers were selected to plan, observe and review the indoor and outdoor learning activities before and after the lessons to ensure consistency and validity of the results. The authors frame their study in terms of how indoor and outdoor learning might complement each other, rather than as one being superior to the other.

The authors found better quiz scores after the outdoor classroom science lesson compared to the quiz delivered after the indoor lesson for most students. The authors state "this confirms that indoor and outdoor learning complement each other to improve students' academic performance in science." Student perceptions revealed that the majority of students in both classes enjoyed and preferred learning science outdoors rather than indoors.

Dhanapal and Lim attributed these results to the wide range of dynamic and sensory learning opportunities provided by the outdoors to explore, observe and connect science learning by increasing student curiosity, engagement, motivation and enthusiasm for learning. The authors interpret their findings in the context of multiple intelligences theory and in the context of communication skills and preferences.