The Affective Impacts of History Trips on State School History Students from Key Stages 3 to 5

Smyth, Sarah (2021) The Affective Impacts of History Trips on State School History Students from Key Stages 3 to 5. Doctoral thesis, University of East Anglia.

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This study investigates impacts of secondary school history trips on students, as well as barriers that teachers and other education providers face when planning and taking such trips. There is a practical disparity between the acknowledgement of the benefits of educational trips, and the enabling of schools to provide such experiences. This study particularly focuses on the use of Generic Learning Outcomes (MLA, 2007) to measure student and teacher experience of trips. This enables the data to focus not on academic impact, but to analyse the affective impacts on students, to interrogate the holistic worth of secondary school history trips.

Fourteen teachers, 237 students, and sixteen museum educators were interviewed and surveyed about their views and experiences of school history trips. All questions are based around the Generic Learning Outcomes and analysed using the principles underpinning them: that learning experiences are both academic and affective. A mixed method use of thematic analysis, alongside the theoretical framework of the contexts of text production, influence and practice are used to analyse the data collected.

This study shows that there are indeed affective impacts and benefits to both teachers and students taking part in secondary school history trips. These include long term impacts such as influencing later studies or a love of travel, as well as building social and emotional intelligence through the experiences that the students and teachers partook in. The study also identifies the barriers that teachers and visitor-sites face when attempting to enable such trips, namely time and money. Recommendations are given as to how schools, museums, sites, and the government can move forward in the future to maximise the potential of school trips in a more consistent way.

Item Type: Thesis (Doctoral)
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: Kitty Laine
Date Deposited: 16 Nov 2022 15:10
Last Modified: 16 Nov 2022 15:10


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