Paisley, K., Sibthorp, J., Furman, N., Schumann, S., Gookin, J., & McAvoy, L.
(2008). Predictors of participant development though adventure education:
Replication and extension of previous findings from NOLS. Research in Outdoor
Education, 2008.

REPORT SYNOPSIS
The researchers in this study expanded upon their previous work (from Sibthorp
et al., 2007) that sought to understand how individual and course characteristics influence
participants’ perception of their achievement in relation to the six NOLS course
objectives (communication, leadership, small group behavior, judgment, outdoor skills, &
environmental awareness). The previous work identified participant level variables (age,
sex, previous expedition experience and perception of empowerment) and course-level
variables (group functioning, instructors’ rapport with the group, and course length) that
positively impacted participants’ perception of their achievement with respect to the six
NOLS course objectives. This study added two new course-level variables (instructional
strategies and instructor seniority), and looked into course length in more detail.
Additionally, the researchers altered the categorization of the six NOLS course learning
objectives into three composite learning objectives [1. Leadership (leadership,
communication, & small group behavior), 2. Outdoor Skills (outdoor skills & judgment
in the outdoors), and 3. Environmental Awareness]. The results of this study support the
previous study in that the participant-level variables of previous experience, sex, age and
sense of empowerment positively impacted participants’ perception of their achievement.
At the course level, the variables of instructor rapport, course length, and the instructional
strategies of coaching and self-directed learning impacted participants’ perception of their
achievement. To maximize the achievement of participants, instructors can focus upon:
building rapport with students; empowering students throughout the course; being aware
of experience, sex, and age differences; and utilizing coaching and self-directed learning
as instructional strategies.

Full report synopsis:  Paisley_S_F_S_G_M_2008_impacts_on_student_acheivement.pdf (99.87 KB)