An analysis of the effectiveness of an outdoor education technique as measured by the Iowa Test of Educational Development

Abstract

A comparison was made of acquired student knowledge using an outdoor education technique by students in an experimental and traditional classroom as measured by the Iowa Test of Educational Development. Analyses were performed in the subject areas of language arts, mathematics, science, and social studies.

There was significant difference in performance between students in the experimental classroom situation and those in the traditional classrooms in the subject areas of language arts, mathematics and science. There was no significant difference in the social studies area. There was an indication that the students in the experimental situation using the outdoor education technique performed better than the control group in the traditional classroom. However, the outdoor education technique was not detrimental to either group.

A series of figures and tables used in the analysis, which indicated the results of the statistical procedures, are included.