‘We
don’t need independent research to prove the value of outdoor education, we
believe in it.’ McDonald (1997).
I side with McDonald (1997). I
believe that intervention programs influence people in different ways. Outdoor
education benefits people by putting them in unfamiliar environments (Hanna,
1991). This allows individuals to respond by overcoming any fears and
encouraging personal development (Brown, 2008). People react differently
to different situations, groups and activities, so measuring people within a
specific outcome measures would appear to limit their recorded success.
Whilst I appreciate that centres
need to justify the effectiveness of their programs with the results of
intervention programs I feel like there are more beneficial ways of doing so,
for example through qualitative research. Though meta-analysis like
Hattie, Marsh, Neill, Richards (1997) has been hugely beneficial research
within outdoor education in showing personal growth and the effectiveness of
intervention programs. I feel that they only measure a small selection of
traits in development.
The biggest issue with the
instrument tools like the Life Effectiveness Questionnaire (2003), The
Coopersmith Self-Esteem Inventory (1967) and The
16 Personality Factor (Catterell, Eber & Tatsuoka, 1970) is
that individual have to self-report and may feel as though they ‘need to
please’ the facilitator which invalidates results. If they are to be used
successfully then other perspectives (for example parents, friends or teachers)
should be collected and compared, to give more accurate results.
Qualitative research would
be an effective (but time consuming) way of reviewing progress
individuals can be more honest if the individual is talking to the (known)
facilitator. Evidence can then be taken from these in the sample of quotes
which I personally feel, holds more substantial results than a meta-analysis of
a questionnaire.
In summary I feel as though some
facilitators become fixated on the results of the outcome measures rather than
the needs of the client. If researchers want to obtain accurate data they
should use both quantitative and qualitative research to
ensure reliable and valid results.
Reference
- Brown, M.
(2008). Comfort zone: Model or metaphor. Australian Journal of Outdoor
Education, 12(1), 3-12.
-Hanna, G. (1991). Outdoor
pursuits programming: Legal liability and risk management. University of
Alberta.
-Hattie, J., Marsh, H. W., Neill, J. T.,
& Richards, G. E. (1997). Adventure education and Outward Bound:
Out-of-class experiences that make a lasting difference. Review of
educational research, 67(1), 43-87.
Further Reading
· Neill, J. T., Marsh, H. W., &
Richards, G. E. (2003). The
Life Effectiveness Questionnaire: Development and psychometrics.
Unpublished manuscript, University of Western Sydney, Sydney, NSW, Australia.
Schwarzer,
R. (1993). Measurement of perceived self-efficacy. Psychometric scales for
cross-cultural research. Berlin, Germany: Freie Universität Berlin.
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