Field Visits as a Pedagogical Strategy for Understanding Physics Concepts among University Students in Burundi
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Abstract
Background: Field visits provide opportunities for students to connect theoretical knowledge with real-world applications and may strengthen experiential learning in science education. Objectives: This study examined the relationship between field visits and students’ understanding of physics concepts among physical sciences students at Ecole Normale Supérieure in Burundi. Method: A cross-sectional study was conducted with 54 students using a structured questionnaire administered through KoboCollect. The instrument assessed five dimensions of field visits: pedagogical supervision, diversity of visited sites, student participation, quality of explanations, and preparation of visit reports. Composite scores were calculated for each dimension and for conceptual understanding. Data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression using STATA software. Results: All five dimensions showed positive and statistically significant correlations with students’ understanding of physics concepts : pedagogical supervision (r = 0.5796, p < 0.001), diversity of sites (r = 0.5649, p < 0.001), participation (r = 0.6163, p < 0.001), quality of explanations (r = 0.6602, p < 0.001), and visit reports (r = 0.6366, p < 0.001). The multiple regression model was statistically significant, F(5,48) = 12.92, p < 0.001, and explained 57.4% of the variance in conceptual understanding (R² = 0.5738). Qualitative findings indicated that students particularly valued the discovery of professional applications of physics (51.9%) and connections between theory and practice (37.0%). Conclusion: Overall, the findings suggest that well-structured field visits can support physics learning when combined with active participation, effective pedagogical supervision, clear explanations, and post-visit reflection. The findings also highlight the importance of integrating field experiences with classroom learning to strengthen connections between theoretical knowledge and its practical applications.
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