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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Unpublished doctoral dissertation, University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.
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