Promoting the Group Cohesiveness and Self-Efficacy by Means of Adventure Education—An Action Research on the Senior High School’s Class Meetings

ASIA unversity > 管理學院 > 休閒與遊憩管理學系 > 博碩士論文 > Item 310904400/96767

Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/96767

Title:	Promoting the Group Cohesiveness and Self-Efficacy by Means of Adventure Education—An Action Research on the Senior High School’s Class Meetings
Authors:	Hsu, Lan-Yin
Contributors:	圖書館
Keywords:	adventure education;group cohesiveness;self-efficacy
Date:	2016
Issue Date:	2016-03-29 05:49:07 (UTC+0)
Publisher:	亞洲大學
Abstract:	The main purpose of this study is to discuss the influence of high school’s students’ group cohesiveness and self-efficacy after executing the adventure education program in class meetings. This study utilizes action research method to perform on one class in Erlin Senior High School. The implementation duration encompasses ten weeks. Data had been collected from a number of different sources, such as class observation, teacher’s reflection journals, interview, students’ worksheets and the result of pre- and post-test of “Class Group Cohesion and Self-efficacy Scale.” The research results are as follows: 1. It is appropriate to execute adventure education program in class meetings. 2. Adventure education program in class meetings has a positive influence on the class group cohesiveness. 3. Adventure education program in class meetings has a positive impact on students’ self-efficacy. 4. Adventure education program helps teachers upgrade their professional. Based on the above findings, this study puts forward some suggestions on the education institute, teachers, and future researchers. For education institute, they can design adventure education activities which are easily operated in class meetings in order to develop students’ group cohesiveness. Besides, they can organize training programs of adventure education so that homeroom teachers can become professional facilitators. Third, schools can buy more equipment of adventure education program, which will increase the effect of implementation. For the teachers interested in adventure education program, they have to pay more attention to time distribution when executing. Furthermore, ask others for help, and the activities will be various. For future researchers, to learn the effect, they can study different regions and ages and utilize other kinds of adventure education activities.
Appears in Collections:	[休閒與遊憩管理學系] 博碩士論文

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