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The impact of an adventure programme on the self-concept and experiences of primary five students
Author
Tan, Hee Pheng
Supervisor
Tan, Steven Kwang San
Abstract
The purpose of this study was to understand the experiences of primary five students as they participated in adventure programme and to ascertain if there were changes to their self-concepts. Comparison was made between children's self-concepts prior to an adventure programme and their self-concepts after their participation. Harter's (1985) Self-Perception Profile for Children (SPPC) was used to measure the five domains of a child's self-concept and a sixth independent judgment of one's global self-worth. Observations and post-camp interviews were employed to document the children's experiences so as to provide an understanding of how the camp affected them.
The sample of 66 primary five students comprised 38 male and 28 female (49 Chinese, 17 Malay), aged eleven years on average. The children did not have prior experiences of adventure-related activities. The adventure programme employed in this study was the SPARKc Outdoor Explorer Programme.
One-way repeated-measures ANOVA of the SPPC scores indicated a significant camp effect, Wilks' A = .53, F (6, 60) = 9.04, p < ,001, multivariate ŋ2 = .48. Mean scholastic competence was significantly lower after the camp, F (1,65) = 19.56, p < .001, multivariate ŋ2= .23. Likewise, significantly higher means were obtained for behavioural conduct F ( 1, 65) = 20.70, p< .001, multivariate ŋ2 = .24, and global self-worth, F (1, 65) = 7.31, p = .009, multivariate ŋ2 = .10. There was sufficient evidence that there existed a significant difference between the measured self-concept of children before and after the camp. Qualitative data provided accounts of the experiences the children had during the camp. There were indications that individual benefits were accrued, such as improved self-confidence and a "learning to try" attitude. Although the data could not discern which of the camp activities had the greatest impact on the children, it did imply that the overall experience was positive.
This study supports adventure programming as an intervention that could effectively enhance the self-concept: of children. The importance of self-concept was discussed and awareness should be raised. Various areas of further research are recommended.
The sample of 66 primary five students comprised 38 male and 28 female (49 Chinese, 17 Malay), aged eleven years on average. The children did not have prior experiences of adventure-related activities. The adventure programme employed in this study was the SPARKc Outdoor Explorer Programme.
One-way repeated-measures ANOVA of the SPPC scores indicated a significant camp effect, Wilks' A = .53, F (6, 60) = 9.04, p < ,001, multivariate ŋ2 = .48. Mean scholastic competence was significantly lower after the camp, F (1,65) = 19.56, p < .001, multivariate ŋ2= .23. Likewise, significantly higher means were obtained for behavioural conduct F ( 1, 65) = 20.70, p< .001, multivariate ŋ2 = .24, and global self-worth, F (1, 65) = 7.31, p = .009, multivariate ŋ2 = .10. There was sufficient evidence that there existed a significant difference between the measured self-concept of children before and after the camp. Qualitative data provided accounts of the experiences the children had during the camp. There were indications that individual benefits were accrued, such as improved self-confidence and a "learning to try" attitude. Although the data could not discern which of the camp activities had the greatest impact on the children, it did imply that the overall experience was positive.
This study supports adventure programming as an intervention that could effectively enhance the self-concept: of children. The importance of self-concept was discussed and awareness should be raised. Various areas of further research are recommended.
Date Issued
2002
Call Number
LB1047 Tan
Date Submitted
2002