Adventure education is a long standing form of education that has been used both internationally and throughout America more than many initially come to realize. Time and again adventure education has proved to have a diverse range of benefits to its participants. Among those who are familiar with adventure education, it is an extremely beneficial, essential, widely acknowledged, and promoted approach to learning.
Not only has past research connected a variety of participation styles to adventure education as well as the formal education classroom, but several recent studies have noted the multitude of benefits that Adventure Education can have on student retention and performance in a college setting. This line of research continues to expand in applying experiential education in formal, college education settings.
The purpose of this study is to examine the effects of implementing a group cohesion activity based on the experiential learning model in a college course on student participation styles, and to determine the way experiential education in a classroom setting influences those participation styles. This research collects data on the possibility of a time-efficient intervention influencing classroom participation in a college course.
Primary participants were college students in an intermediate psychology course and their instructor. Data is being collected using a mix of quantitative and qualitative techniques and will be analyzed using standard interpretive methods and a paired samples t-test.
Created by Elizabeth Shmikler