Attitude Of Senior Secondary School Teachers Towards Education Field Trip In Biology
[ILORIN METROPOLIS]

The enthusiasm of teachers for fieldtrip varies from highly enthusiastic to disillusioned. A major fact expressed for this disillusion was the perception of school administrations as discouraging fieldtrip. The teachers felt discouraged because of administrative procedure within the school are burdensome and designed to thwart teachers taking fieldtrip. Teachers contribute toward students attitude formation cannot be ignored. As a matter of fact, the behavior and attitude of the teachers has a lot in learning biology.
To improve the learning of biology the teachers must show in their behavior that they are enthusiastic concerning the subject than mere teaching to secure meal tickets.
Negative attitudes of teacher revealed by researches are related to a number of factors, some of which are interrelated which include difficulties with transportation including cost (Falk, 2011), teachers skills, inadequacy of resources and choice of Vewies (Orion, 2012).
Students Attitude to Fieldtrip
Fieldtrip are effective because they stimulate learning and facilitate knowledge transfer thereby influencing students learning attitudes, interest and motivation.
Gospill (2012) posited that students are vital products in teaching and learning process. He believes that the purpose of lessons should be apparent to the students who are directly taking part in it. Students who show interest and favourable attitude towards a particular course in an educational situation achieve significantly better in terms of knowledge and grades than students with negative interest and unfavourable attitude (Coffey, 2013). It is an undeniable fact that all biology students irrespective of their geographical location required fieldtrip to become more exposed, experienced and skill in the subjects. Hence development of positive attitude towards fieldtrip exercise become imperative.
The findings of Ayilara (2012), revealed that students often developed high cordiality to fieldtrip exercise especially in an expository settings, where real world is highly idealized. A physical fieldtrip allows students to experience the much more serendipitous nature of the real worlds. Students do follow different pathways and discover what triggers  their interests or making the fieldtrip experience a discovery prone situation (Balk, 2013).
A virtual fieldtrip does provide the same experiences as a physical trip into the field. It represents a compromise, a set of distilled experiences designed to mimic the real students which do not actually get their feet bivalves, but  move through a series of interactive experience that can be designed and controlled for maximizing learning. Greater proportion of biology students affirmed that positive attitude to fieldtrip reduce novelty factors and improve learning (Shiley, 2012). Most  teachers felt that students  attitudes and behavior improve when they were on fieldtrips and that improvements could continue after-ward into classroom relationship.
Researchers like Beijing and Grayford (2011) felt that students demons treated poor attitudes to school work and see no reason to go out of their way to organize a fieldtrip.  They observed that behavior was not seen as a major issue and discounted as a negative factor, but were considered only to senior secondary students.
However, Brandth (2011) reported that students attitude to fieldtrip in the school seems to involve some antagonism. The legal responsibility of the school administration intermitting fieldtrips appeared to be poorly understood by some students, although there may have been cases of excessive zeal by students in implementing the fieldtrip regulations. The main purpose of taking students on fieldtrip is to promote and encourage active engagement in learning, self motivation, and learning outcome.