EXAMINING THE EFFECTIVENESS OF FIELD-BASED LEARNING APPROACHES IN GEOGRAPHY EDUCATION, INCLUDING THEIR IMPACT ON STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE.

Abstract

This paper examines the effectiveness of field-based learning in geography education, focusing on its impact on student engagement and academic performance. By bridging theory and practice, fieldwork enables students to observe and analyze geographical phenomena in real contexts. Drawing on experiential learning and constructivist theories, the paper highlights how excursions, surveys, and community projects enhance cognitive skills, motivation, and teamwork. Evidence shows that students engaged in such methods retain knowledge longer and achieve better outcomes than those restricted to classroom learning. Despite its benefits, field-based learning faces challenges such as cost, logistics, safety, and limited curriculum integration. These barriers underscore the need for policy support, innovative pedagogy, and adequate resources. The paper recommends embedding fieldwork more fully into curricula, ensuring equitable access, and encouraging further research on its long-term and cross-cultural impacts. Ultimately, it argues that field-based learning is essential not supplementary for developing informed and motivated geography learners.