The aim of the study was to examine the impact of hikes based on cross-curricular integration on learning outcomes and the development of competencies among 3rd-grade primary school pupils. The research was based on a mixed-methods approach. The study included an experimental group and a control group of pupils. Pupils in the experimental group participated in cross-curricular designed hikes, where learning contents from different subjects were deliberately integrated and implemented in an authentic learning environment. Pupils in the control group participated in hikes without planned cross-curricular integration.
Both groups completed a knowledge test before and after the implementation of the hikes, which made it possible to compare progress in achieved scores. The quantitative part of the research was based on the analysis of test results using SPSS software, where an independent samples t-test was applied. In addition, a qualitative part of the research was conducted in the form of structured observation during the hikes, focusing on pupils’ learning activity, cooperation, and motivation.
The aim of the study was to determine whether statistically significant differences in test results appeared between the experimental and control groups after the implementation of the hikes, and how cross-curricular hikes are reflected in behavioural and learning indicators.
The results show that pupils in the experimental group achieved statistically significantly higher scores on the knowledge test compared to the control group. Furthermore, findings from structured observation indicate that pupils in the experimental group demonstrated a higher level of learning activity, more frequent group cooperation, and greater motivation in completing learning tasks.
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