Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings

Abstract

A ten item attitudinal survey was used to assess involved and uninvolved sixth grade students' perceptions of teachers, school, and self in three settings; (1) the regular classroom situation two weeks before an outdoor education experience; (2) immediately following a two day outdoor education experience; and (3) two weeks after the outing in the regular classroom. The activities for the outing were designed to encourage a high degree of physical, mental, and at times, emotional involvement. The outdoor experience was rated significantly more positive than the regular classroom experience by involved and uninvolved students as well as the total population. During the outing the uninvolved students' perception of teacher trust improved significantly more than the involved students' perception. The students had significantly more positive perception of the regular classroom two weeks after the outing than two weeks before the outing. The evidence indicates that outdoor education is a highly appropriate mode of instruction for improving the uninvolved and involved students' perceptions of school, teachers, and self.