.png){kind=logo}
RESEARCH OVERVIEW
Title of Paper: Does Growth in the Outdoors Stay in the Outdoors? The Impact of an Extended Residential and Outdoor Learning Experience on Student Motivation, Engagement, and 21st Century Capabilities
Authors: Jeff Mann, Tonia Gray, Son Truong
Year of publication: 2023
Journal of publication: Frontiers in Psychology
Article doii: 10.3389/fpsyg.2023.1102610
INTRODUCTION
The teenage years are an important time for developing motivation and engagement in education, yet these are the very years when many students experience a decline in both. As a remedy to combat this, outdoor programs targeted at teenagers have emerged, offering experiences that traditional classrooms often cannot. These programs blend adventure with learning, fostering essential life skills such as teamwork, creativity, and problem-solving, and instilling a sense of resilience and adaptability. The Glengarry program is such a program, implemented in an all-boys school in Australia, with the hopes to help students rediscover their passion for learning and support the development of important 21st-century skills. This study explored the effectiveness of the program, as well as the post-program experiences of the students. It presents challenges and opportunities for integrating these enriching learning experiences into the conventional educational framework, aiming to sustain the personal growth and enthusiasm for learning that such programs ignite in students.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
Does an extended residential and outdoor program increase student engagement and 21st Century skills?
Are changes in student engagement and 21st Century skills enduring once the students return to their normal school environment?
What do students perceive as the contributing factors to hypothesized changes in these areas and their variation over time?
HOW WAS THE RESEARCH CONDUCTED?
This study investigated the Glengarry program, a six-month outdoor and residential learning initiative for Year 9 boys, aiming to assess its impact on student motivation, engagement, and acquisition of 21st-century skills, which include critical thinking, communication, collaboration, and creativity. The research employed a mixed-methods approach, which combines both quantitative and qualitative research techniques to gather comprehensive data. Quantitatively, the study used surveys to collect data on changes in students' self-reported levels of engagement, motivation, and 21st-century skills before, during, and after participating in the program, at 2- and 8-10-months post-program. Qualitatively, focus groups were conducted after the program's conclusion to explore students' perceptions of their experiences and the program's impact on their skills and attitudes. The cohort was split into two groups, with one group participating in the program during the first half of the year and the other in the second half. This design allowed for a comparative analysis to determine not only the immediate effects of the program but also whether these effects were sustained once students returned to their traditional school environment.
WHAT DO ALL THESE TERMS MEAN?
Glengarry Program: a unique educational initiative offered by the Scotts College, an independent school in Sydney, Australia, targeted at Year 9 boys (typically aged 14-15). It is a six-month residential and outdoor learning experience in a remote bushland setting, away from the students’ usual urban school environment. The curriculum includes regular academic classes covering all standard subjects which are integrated with a wide range of outdoor educational activities. These outdoor experiences are progressively challenging and aim to push students out of their comfort zones, thereby promoting resilience, teamwork, leadership, and self-discovery.
21st-century skills: this study defines 21st-century skills as a set of abilities that students need to develop to succeed in the Information Age. These skills are broadly categorized into four main areas: creativity, critical thinking, communication, and collaboration. The study measured these skills using a 16-item 21st Century Skills Scale (21CSS), specifically crafted for this research.
Quantitative research: a systematic approach that focuses on quantifying and analyzing variables to uncover patterns, relationships, and generalizations about a phenomenon. This type of research typically involves collecting numerical data through structured methods such as surveys, experiments, and standardized tests. The data are then analyzed using statistical techniques to test hypotheses or answer research questions. Quantitative research aims to produce objective, reliable, and generalizable findings that can be applied to larger populations. It is characterized by its emphasis on measurement, quantification, and the use of statistical methods to draw conclusions.
Qualitative research: a methodological approach that seeks to understand how people perceive, interpret, and make sense of their experiences and the world around them. It focuses on exploring concepts, meanings, and phenomena from the perspective of the study participants. Qualitative research often involves collecting data through methods such as interviews, focus groups, observations, and textual analysis. This approach emphasizes depth over breadth, aiming to provide rich, detailed insights into participants' attitudes, behaviors, and experiences, rather than quantifying them with numbers or statistics.
WHAT DID THEY FIND?
Boost in 21st-century skills: The program was effective in enhancing students' self-reported 21st-century skills, including creativity, communication, and collaboration. These gains were observed during the program and were maintained after students returned to their traditional school setting.
Mixed effects on motivation and engagement: While the program positively influenced students' 21st-century skills, its effect on motivation and engagement was more complex. Initially, there was a boost in motivation during the program, but this decreased once students returned to their regular school environment. However, some aspects of motivation recovered over time.
Endurance of 21st-century skills: The improvements in 21st-century skills observed during the Glengarry program were sustained in the long term, even after the students returned to their traditional school environment.
Decrease in positive motivation upon return: After participating in the program, students experienced a decrease in positive motivation when they returned to their regular school setting, although this was partially recovered over time.
Qualitative insights on program impact: Through focus groups, students reported that the program's residential and outdoor elements contributed significantly to their personal growth and development of social skills, critical thinking, and creativity. They valued the close community, the natural environment, and the less formal learning setting.
Sustainability of changes: The study found that while the program had immediate positive impacts on students, the challenge lay in maintaining these benefits in the traditional educational environment. This points to a need for strategies to sustain the program's positive effects within conventional school settings.
WHAT DOES THIS ALL MEAN?
The Glengarry program showed that immersive, outdoor, and residential learning experiences can play a crucial role in enhancing student’s creativity, critical thinking, collaboration, and communication. Students felt the program really aided in supporting their personal growth and development. However, when they go back to a conventional school setting, their motivation and engagement can diminish again, suggesting the importance of integrating similar experiences into the broader educational journal of the students.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Parents:
Encourage Exposure: Consider opportunities for your child to engage in outdoor, experiential learning programs. Such experiences can enhance essential life skills, including teamwork, creativity, and problem-solving.
Support Transition: Be mindful of potential challenges as your child transitions back to traditional schooling. Engage in conversations about their experiences, acknowledging the growth and exploring ways to apply their newfound skills at home and school.
For Educators:
Integrate Experiential Learning: Incorporate outdoor and experiential learning elements into the curriculum where possible. Such approaches can make learning more engaging and relevant, helping to sustain motivation and engagement.
Foster a Supportive Environment: Create a classroom culture that mirrors the positive aspects of outdoor programs, such as a strong sense of community, less formal learning settings, and opportunities for student agency. This can help maintain the benefits of such experiences.
For Policy Makers:
Promote Holistic Education Programs: Encourage the development and funding of programs that focus on the holistic development of students, recognizing the value of 21st-century skills alongside academic achievement.
Support Research and Integration: Invest in research to further understand the long-term benefits of immersive learning experiences and explore effective strategies for integrating these lessons into the traditional education system.
WRAPPING IT UP
The Glengarry program's exploration highlights its effectiveness in boosting teenagers' motivation, engagement, and 21st-century skills through outdoor learning. These findings advocate for incorporating experiential learning into traditional education, addressing the decline in student engagement during the teenage years. The challenge remains to integrate these enriched experiences into regular schooling to sustain their positive impact. This calls for a collaborative effort among educators, parents, and policymakers to ensure that the benefits of programs like Glengarry extend beyond the immediate experience, fostering a lifelong passion for learning and adaptability in students as they navigate their educational journeys and beyond.
Disclaimer:
The information on this website is for general informational purposes only and should not be considered conclusive. It is intended as supplementary information and should not be used as the sole basis for making important decisions.
If you come across any problems or errors in this article, please don't hesitate to inform us. We're committed to addressing any issues to ensure accuracy and clarity in our content. Feel free to leave a comment wherever possible, and we will promptly respond.
You want to share us??
We're thrilled that you've found this information useful. We kindly request that you give credit where credit's due by acknowledging TideView Nature School as the original publisher and linking to our original article page (URL). If you'd like to chat or have any questions, please don't be shy; feel free to reach out to us anytime!
⬇Subscribe to our Newsletter⬇
Comments