Abstract
Field practice is a central component of science education; however, its quality is rarely evaluated using integrated, multidimensional frameworks. This study applied a qualimetric approach, defined as a weighted, multi-criteria evaluation method, to assess the quality of botany field-practice learning materials and students’ field-practice outcomes. Data were collected from undergraduate students ( n = 387) using a structured survey and an evaluation rubric covering seven quality dimensions. Dimension-level scores were normalized and aggregated into integral quality indices. The results indicated high overall quality for instructional materials (KQ = 0.726) and student outcomes (KQ = 0.706), with a strong alignment between instructional inputs and learning outputs. However, student performance showed greater variability across dimensions, with relatively lower scores in inquiry-based fieldwork skills and the application of theoretical knowledge. These findings show that while well-structured materials are associated with effective field-practice implementation, higher-order competencies may require additional pedagogical support. The study contributes to the literature by introducing a systematic qualimetric framework for evaluating the alignment between instructional design and student performance in field-based learning. A key limitation is that the study was conducted within a single institutional context, which may limit generalizability.