This article is about the study that investigated the contribution of outdoor activities approach on students’ learning of biology concepts in a Tanzanian secondary school. It was a quasi-experimental study that involved one school, one biology teacher and one randomly selected class with two intact streams. One of the two streams was assigned to be the Intervention group (N=65) and the other stream was assigned to be a Control group (N=63). Intervention group was taught using outdoor activities approach and control group was taught using traditional lecture method. Data was collected using students’ achievement test and was analyzed using independent sample t-test.
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