Short- and Long-term Retention of Challenge Course Outcomes: A Classroom-based Longitudinal Study

Abstract

The purpose of this study was to examine the retention of challenge course outcomes with the addition of intentional follow-up activities. The Challenge Course Experience Questionnaire (CCEQ) was administered to 101 participants in an introductory college course. The sample was divided into two separate groups: experimental group (EG; n = 67) and control group (CG; n = 34). Both groups completed a classroom-based challenge course program. Participants in the EG also included guided reflection-based activities throughout the semester and a facilitator-led activity. The CG only participated in the initial challenge course program. All participants significantly increased in CCEQ variables immediately following the program. However, the three-month follow-up revealed that the majority of variables decreased to preprogram levels for both groups. However, the variables had larger decreases in the CG. These findings have implications for challenge course programming in terms of long-term outcome retention. Suggestions for facilitators and future research are provided.