the influence of an adventure learning program, using group adventure initiative tasks, on ...

293 Pages·2005·1.86 MB·English

THE INFLUENCE OF AN ADVENTURE LEARNING PROGRAM,
USING GROUP ADVENTURE INITIATIVE TASKS, ON
PARTICIPANT SELF-ESTEEM

TRAVIS JAMES KEMP
B.Ed.

A thesis submitted in total fulfillment of the requirements for the degree
Master of Arts (Education)

Faculty of Education
Deakin University

August, 1995
Deakin University

CANDIDATE'S CERTIFICATE

I certify that the thesis entitled 'The Influence of an Adventure
Learning Program, Using Group Adventure Initiative Tasks, on
Participant Self-Esteem' and submitted for the degree of Master of Arts
(Education) is the result of my own research, except where otherwise
acknowledged, and that this thesis (or any part of the same) has not been
submitted for a higher degree to any other university or institution.

Signed:

Date:
Deakin University

DISPOSITION OF THESIS

I am the author of the thesis entitled "The Influence of an Adventure
Learning Program, Using Group Adventure Initiative Tasks, On
Participant Self-Esteem" submitted for the degree of Master of Arts
(Education) and agree to this thesis being made available for such
consultation, loan or photocopying as may be approved by the University
Librarian, provided that no part of the thesis shall be reproduced without
the prior approval of the University Librarian and with the appropriate
acknowledgement of the source.

Name: Travis Kemp B.Ed.

Signature:

Date:

vii
LIST OF TABLES

Table 1 Sample Sizes for Total Population . . . . . . . . 70

Table 2 Interactions Between Teachers and Subjects . . . . 80

Table 3 Paired Samples T-Test for Mean Pre and Post Test
S.E.I. Scores . . . . . . . . . . . . . . . . 82

Table 4 Paired Samples T-Test for Experimental and
Control Group, Pre and Post Test S.E.I. Scores . . . 83

Table 5 Classification of S.E.I. Scores . . . . . . . . . . 84

Table 6 Mean Pre-Treatment S.E.I. Scores for
Male and Female, Experimental and Control Groups . 85

Table 7 Mean Post-Treatment S.E.I. Scores for
Male and Female, Experimental and Control Groups . 86

Table 8 Oneway ANOVA for Gender Effects on Pre-Test
S.E.I. Scores . . . . . . . . . . . . . . . . 87

Table 9 Oneway ANOVA for Gender Effects on Post-Test
S.E.I. Scores . . . . . . . . . . . . . . . . 87

Table 10 Experimental Group Pre and Post-Test S.E.I. Scores . 89

Table 11 Experimental Group S.E.I. Scores . . . . . . . . 91

Table 12 Self-Esteem Graphs of Subjects
in the High Self-Esteem Category . . . . . . . . 106

Table 13 Self-Esteem Graphs of Subjects
in the Medium Category Recording
a Post-Test Increase in S.E.I. Score . . . . . . . . 109
viii

Table 14 Self-Esteem Graphs of Subjects
in the Medium Category Recording
a Post-Test Increase in S.E.I. Score. . . . . . . . .110

Table 15 Self-Esteem Graphs of Subjects
in the Low Self-Esteem Category. . . . . . . . . .112

Table 16 Self-Esteem Graphs of Subjects
in the High Self-Esteem Category. . . . . . . . . .115
ix
ACKNOWLEDGMENTS

As with any study of this type, rarely can the author claim sole
responsibility for all aspects of its final production. The support, advice,
assistance and feedback from friends, associates, family and advisers was
vital to achieving a successful outcome.
My special thanks go to Wendy Piltz, my surrogate supervisor,
colleague and friend. Her undying passion for growth and learning and
our shared vision of what can be achieved through the adventure process
has provided perpetual motivation.
Without the assistance of Michele Symons who guided me through
the maze of statistics and started me on the road to analysis, and Amy
Salter who facilitated my statistical discoveries, I may still be searching
for that elusive figure.
Grantley Anderson, my highly respected colleague, provided me
with a sounding board for ideas and I extend many thanks to him for his
support and encouragement when I needed it most.
Peter Sharpe, my supervisor, who, despite his personal suffering
and hardship, somehow remained focussed and committed to achieving a
successful outcome. His attention to detail and relentless pursuit to extend
my limits have contributed markedly to my sense of achievement and
pride in this study.
Judy Ann Jones, my associate supervisor, although not always in
the 'front line', was there at the beginning to help me 'on the road' during
a fearful and doubt ridden time and was still there at the end to help in the
final stages of drafting. Without her encouragement, this study may never
have eventuated.