Bibliographies of Camp-related Research

Effects of school camping on selected aspects of pupil behavior - - An experimental study.
Kranzer, H.C.
Unpublished doctoral dissertation, University of California, Los Angeles, 1958.

Purpose:
Determine the social, emotional, intellectual, physical, and democratic group living effects of a five-day school camping experience on sixth grade children.

Sample:
four classes of sixth graders from Pennsylvania schools (2 classes in control group, 2 in camping group).

Method/Instruments:
Instruments:

Wood's Behavior Preference Record Elementary Forms A and B - used to measure democratic group living constructs of integrity, cooperation, friendliness, leadership, and responsibility.
Haggerty-Olson-Wickman Behavior Rating Schedule- used to measure intellectual, physical, social, and emotional adjustment.
Sociograms - used to measure social understanding and group acceptance.
Baxter's Rating Scale of the Teacher's Personal Effectiveness, classroom observation, and teacher survey - used to measure instructional improvement as a result of the camp experience. Categories included: getting pupil response, creating friendly classroom atmosphere, establishing a feeling of security, exerting a stabilizing influence, inspiring originality ad initiative, developing pupil self-reliance.
Parent Questionnaire
Visitor Questionnaire
Observations by teachers and counselors

Design - Pre-test/post-test/follow-up with control group.

Wood's Behavior Preference test Form A - 4 weeks prior to camp, Form B the day before camp, Form A the day following camp, and Form B one month after camp.
Haggerty-Olson-Wickman Behavior Rating Schedules - 2 weeks prior to and 2 weeks after camp.
Baxter's Rating Scale used to collect sociometric data 2 weeks before and 4 weeks after camp.
Parent Questionnaires given 2 weeks after camp.
Camper Observations by teachers and counselors - submitted four weeks after the camp.

Data Analysis

t-test for analysis for differences between groups on Behavior Preference data.
Frequencies used to describe sociometric data.

Results:

Non-significant positive social and democratic changes. Boys appeared to benefit more than girls.
Slight improvement in critical thinking among campers with low mental ability.
No significant effect on children's stated preferences for various characteristics of democratic behavior.
Significant (p<.10) total group social gains on teacher ratings.
Teachers reported observing significant improvement in general classroom behavior.
No significant differences in intellectual, physical, or emotional traits or common behavior problems.
No significant changes, trends, or patterns in group associations or disassociations. The number of male isolates in the camp group increased more than would be expected in the classroom.
No significant effects related to gender or I.Q.
Student counselor ratings indicated an improvement in teacher effectiveness after the school camping experience.
Parents almost unanimously favored the school camping experience. They attributed a variety of social, intellectual, emotional, and physical values to the experience.
Camp visitors stated that healthy social and emotional outcomes resulted from the camp experience.
Teachers and counselors observed that school camping seems to stimulate types of classroom activities that are consistent with good instruction.
Teachers and counselors stated that they observed improved group and teacher-pupil relationships, increased motivation for classroom work, and student social gains.
Teachers, parents, student counselors, and visitors attributed more favorable social and democratic behavior changes than indicated by the children on the Behavior Preference Record and sociograms.