Students' Perception of the Effectiveness of Field-Based Learning in Social Work Education: Evidence from Babai Multiple Campus, Nepal

Abstract

Field-based learning is an essential component of social work education because it bridges theoretical knowledge and practical application in real-life settings. This study aims to examine students' perceptions of the effectiveness of field-based learning in social work education at Babai Multiple Campus, Mid-West University, Nepal. A quantitative descriptive survey design was used, and data were collected using a structured, self-administered questionnaire using a five-point Likert scale. All 50 Bachelor of Social Work (BSW) students from different semesters were included using census sampling. The study examined students learning experiences, supervision support, skill development, challenges and overall perceived value of field-based education. Data were analyzed using frequencies, percentage and mean scores. The findings indicate that students generally had positive perception field-based learning. Students' understanding of theoretical concepts received the highest mean score (M=4.44) while communication skills (M=4.30), Supervisor guidance and support (4.28) were also perceived. Professional ethics received a comparatively lower mean score (M=3.28). Several challenges were identified, including difficulties in balancing academic responsibility, lack of resources and limited learning opportunities at some field placement settings. The study concludes that strengthening supervision, improving the quality of field placement, ensuring adequate resource and enhancing coordination between field agencies and academic intuitions are essential for maximizing the effectiveness of field education. Student's generally perceived field-based learning as a valuable component of social work education and professional preparation.