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Outdoor Adventure-based Learning and Students` Performance in Physical Education

Year: 2025
Type: article
Abstract: Outdoor adventure-based learning boosts resilience, teamwork, and mental strength, making physical education more impactful and engaging. This study, conducted in November 2024, explores the impact of outdoor adventure-based learning on students' physical education performance during the 2024-2025 school year. It examines the relationship between this learning approach and various educational factors, such as student performance and engagement. The study employed statistical methods, including mean, standard deviation, analysis of variance (ANOVA), and correlation, to analyze the data. Data were collected through a self-designed survey, student grades, and performance tasks from three schools to assess both academic outcomes and students' perceptions of the outdoor adventure learning experience. Findings revealed that outdoor adventure-based learning significantly improved student performance and engagement in physical education. Students achieved excellent grades and task results, showing high levels of engagement and strong perceptions of the approach’s benefits. While academic grades remained consistent across the three schools, performance tasks showed notable improvement. Additionally, significant differences were found in students' cultural and social development, although there were no significant differences in experiential learning, personal growth, or teamwork. The study concludes that outdoor adventure learning boosts physical performance and promotes individual, social, and cultural growth. While academic grades showed no significant change, the approach enhanced social skills and personal development, fostering holistic student growth beyond physical education.
DOI: 10.5281/zenodo.15305177
Authors: Bunao, Alvin D., Losañes, Susan P.
Language: English
Field: Psychology
Open Access status: green
OpenAlex ID: W6930985961
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