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Examining the effect of artificial wall climbing as a leisure time activity on undergraduate's problem-solving skills

Year 2017, Volume: 3 Issue: 1, 39 - 48, 03.01.2017

Güçlü Özen Şerife Vatansever

https://doi.org/10.24289/ijsser.283585
Cited By: 2

Abstract

The main objective of the study is to determine the effects of university students’ artificial climbing wall experiences, which is considered among experimental learning (learn by doing) activities and defined as “high activity”, on their problem solving skill levels. Artificial wall climbing emerges as a learning point which is both a game as of its content and an activity providing people to be active, not passive, through experimental learning activities and creating people opportunities to know better about themselves and others as well as their limits. Pretest- posttest control group experimental model was used in this study.  Experiment group participated into the practice twice in a week, totally for eight weeks. During this time, the control group continued their normal daily routines and not joined any activity. To collect data, Problem Solving Inventory developed by Heppner and Peterson (1982) was used. As a result of statistical analysis, statistically significant differences (p <0.05) were found between subscales and total scores of hasty approach, confident approach and planned approach. Consequently, activities done during artificial wall climbing have been causing positive development in problem solving skills & perception levels of university students.   

References

  • Aliya Kuralbaeva, Nurlan Orazkhan, Nihal Mamatoglu ( 2014) The Usage Of The Innovative Pedagogical Technology In The Process of Teaching Mathematics For Primary School Pupils, Life Science Journal; 11(3)
  • Altunçekiç, A., Yaman. S. ve Koray. Ö. (2005) A Study on Determining the Self-efficacy Belief Levels of Social Studies Teacher Candidates (Example of Kastamonu Province ). Kastamonu Journal of Education, 13 (1): 93–102.
  • Arenofsky, J. (2001). Developing your problem-solving skills. Career World, 29(4): 18-21.
  • Autry, C.E. (2001). Adventure therapy with girls at risk: Responses to outdoor experiential activities. Therapeutic Recreation journal, 35(4): 289-306.
  • Bartley, S.J.Kupritz, V.W. ve Powers, M. (2003), Effectiveness of a low ropes course experience to promote learning in an HRD gaduate course. Workforce Education Forum 30(1): 22-37.
  • Basmacı, S. K. (1998). Investıgatıng Perception Of Problem Solvıng Skılls Of University Students In Terms Of Some Varıables. Inonu University Institute of Social Sciences. Unpublished MS Thesis. Malatya
  • Bowman, S.Y. (1992). Decision making styles of a medical center’s management group: A case study. Hospital Topics, 70(3): 25-30.
  • Breheny, M. S. (2000). Investigating The Effects Of A Low Ropes Course Experience Vs. Classroom Instruction On The Problem-Solving Appraisal of college Freshmen. Dissertation Abstracts International, 61(05A), 1738. (UMI No. AAI9976182)
  • Celebi, M., Ozen, G. (2004, March). University students and adventure education programmes: A study of meanings and experience of adventure training activities. In W. Krause (Ghair), Outdoor and adventure education - developments and programmes. Symposium conducted at the meeting of the International Gonference on Leisure, Tourism & Sport-Education,Integration, Innovation, Gologne, Germany.
  • Çam, S., (1996). Effect of Education of Communication Skills Training Program on Teacher Candidates’ Ego State and Problem Solving Skills Perception , Unpublished Phd Thesis, Ankara University Institute of Social SciencesAnkara.
  • Cenkseven F., Akar-Vural, R. (2006) A comparison of problem-solving skills based on the perceived needs of thinking and gender adolescents, Journal of Educational Research, 25: 45–53.
  • Dainty, P., Lucas, D. (1992). Clarifying the confusion: A practical framework for evaluating outdoor development programmes for managers. Lancaster: Management Education and Development.
  • D’Zurilla, T. J, Chang, E. C., Nottingham, E. J., ve Faccini, L. (1998).
  • Social problemsolving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients. Journal Of Clinical Psychology, 54 (8): 1091–1107.
  • Dow, G. T., Mayer, R. E., (2004). Teaching Students to Solve İnsight Problems: Evidence for Domain Specificity in Creativity Training, Creativity Research Journal, Vol. 16( 4): 389-402
  • Ekinci, C. E, (2011). Impact of Some Socio-economic Factors on Higher Education Participation in Turkey, Education and Science. 36 (160), 281-297
  • Ferrari, J.R. ve Dovidio, J.F. (2001). Behavioral information search by indecisives. Personality and Individual Differences, 30, 1113-1123.
  • Gillis, H. L., Speelman, E. (2008). Are challenge (ropes) courses an effective tool? A meta-analysis. Journal of Experiential Education, 31(2): 111-135.
  • Hans, T. (2000). A meta-analysis of the effects of adventure programming on locus of control. Journal of Contemporary Psychotherapy, 30(1),33-60.
  • Hattie, J., Marsh, H. W., Neill, J. T.,ve Richards, G. E., (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.
  • Heppner, P. P.,Witty, T. E. ve Dixon,W. A. (2004). Problem-solving appraisal and human adjustment: Areviewof 20 years of research using the Problem Solving Inventory. The Counseling Psychologist, 32 (3): 344–428
  • Heppner, P.P. ve Anderson, W.P. (1985). The relationship between problem solving self-appraisal and psychological adjustment. Cognitive Therapy and Research, 4, 415-427.
  • Hsieh, T.C. (2007). Recreational motivation, sensation seeking, and recreational involvement of Taiwan's adventure recreation participants by, Ph.D., University of the Incarnate Word, AAT 3255770 http://proquest.umi.com/pqdlinkdid=1303296031&Fmt=7&clientId=46571&RQT=309&VName=PQD&cfc=1
  • Hoffman, B. ve Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91–100.
  • Hoffman, B. ve Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875–893.
  • Hopkins, D., Putnam, R. (1993). Personal growth through adventure. London: David Fulton.
  • Karasar, N. (2005). Scientific Research Methods: Concepts, Principles and Techniques., Ankara: Nobel Publishing
  • Kenzie, M. (2000)., How are Adventure Education Program Outcomes Achieved?: A review of the literature, Australian Journal of Outdoor Education, 5(1): 19-28
  • Kolb, D.A., (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall, Inc.
  • Koray, Ö. ve Azar, A. (2008). An Analysıs Of Hıgh School Students’ Problem Solvıng And Logıcal Thınkıng Abılıtıes In Terms Of Gender And Preferred Fıeld. Kastamonu Education Journal, 16 (1), 125–136.
  • Korkut, F. (2002). Problem Solvıng Skılls Of Hıgh School Students. H. U. Journal of Education.22, 177–184.
  • Köstereloğlu, M. A. (2007). The Relationship Between Problem-Solving Skills And Burnout Levels of School Administrators. Unpublished MS Thesis, Abant Izzet Baysal University Institute of Social Sciences, Bolu.
  • Neill, . T, Richards, G. E. (1998). “Does outdoor education really work? A summary of recent meta-analyses”, Australian Journal of Outdoor Education, 3: 2-9.
  • James T. Neill (Editor), Ozgur Akbas, Crystal Chalich, Ben Clapp, Andrew Coppens, Sara Decker, Taras Ferencevych, Jeff Heyliger, Brian Nelson, Kristy Putnam, & Norm Staunton, University of New Hampshire, 2003 update 17 May 2006
  • http://www.wilderdom.com/projectadventure/pabibliography.htm.
  • Otacıoğlu, S. G. (2008). The Relatıons Between The Musıc Department Undergraduates’ Levels Of Problem Solvıng, Self Esteem And Theır Successes In Playıng Instruments. Journal Of Ahmet Keleşoğlu Educatıon Faculty, 26, 143–154
  • Özen G., Yalçin H.B., Özen S.(2010) The Impact Of Adventure Based Educatıon On Problem Solvıng Ability, 11th International Sports Sciences Congress, Antalya
  • Pajares, F. ve Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86 (2): 193-203.
  • Rubin, L.; Hebert, C. (1998). “Model for Active Learning: Colaborative Pear Teaching, College Teaching, 46: 26-30
  • Samaha, N. V., DeLisi, R.(2000) Peer collaboration on a nonverbal reasoning task by urban minority students, Journal of Experimental Education, 69(1): 5–14
  • Saracaloğlu, A. S., Serin, O. ve Bozkurt, N. (2001). The Relatıonshıp Between The Problem Solvıng Skılls And The Achıevement of Graduate Students of The Graduate School of Educatıonal Scıences. M. Ü. Atatürk Education Faculty Journal of Educational Sciences, 14, 121–134.
  • Sheard, M., Golby. J. (2006). Efficacy of an out-door education curriculum on selected aspects of positive psychological development. Journal of Experiential Education, 29, 2, 87-209.
  • Tümkaya, S. ve İflazoğlu, A. (2000). C.U. Examination of classroom teaching students on the level of automatic thinking and problem solving, according to some socio-demographic variables, Ç. U. Journal of the Institute of Social Sciences. 6 (6): 143–158.
  • Underwood, J. Underwood, G. Wood, D.(2000) When does gender matter? Interactions during computer-based problem solving, Learning and Instruction, 10(5): 447–462

Year 2017, Volume: 3 Issue: 1, 39 - 48, 03.01.2017

Güçlü Özen Şerife Vatansever

https://doi.org/10.24289/ijsser.283585
Cited By: 2

Abstract

References

  • Aliya Kuralbaeva, Nurlan Orazkhan, Nihal Mamatoglu ( 2014) The Usage Of The Innovative Pedagogical Technology In The Process of Teaching Mathematics For Primary School Pupils, Life Science Journal; 11(3)
  • Altunçekiç, A., Yaman. S. ve Koray. Ö. (2005) A Study on Determining the Self-efficacy Belief Levels of Social Studies Teacher Candidates (Example of Kastamonu Province ). Kastamonu Journal of Education, 13 (1): 93–102.
  • Arenofsky, J. (2001). Developing your problem-solving skills. Career World, 29(4): 18-21.
  • Autry, C.E. (2001). Adventure therapy with girls at risk: Responses to outdoor experiential activities. Therapeutic Recreation journal, 35(4): 289-306.
  • Bartley, S.J.Kupritz, V.W. ve Powers, M. (2003), Effectiveness of a low ropes course experience to promote learning in an HRD gaduate course. Workforce Education Forum 30(1): 22-37.
  • Basmacı, S. K. (1998). Investıgatıng Perception Of Problem Solvıng Skılls Of University Students In Terms Of Some Varıables. Inonu University Institute of Social Sciences. Unpublished MS Thesis. Malatya
  • Bowman, S.Y. (1992). Decision making styles of a medical center’s management group: A case study. Hospital Topics, 70(3): 25-30.
  • Breheny, M. S. (2000). Investigating The Effects Of A Low Ropes Course Experience Vs. Classroom Instruction On The Problem-Solving Appraisal of college Freshmen. Dissertation Abstracts International, 61(05A), 1738. (UMI No. AAI9976182)
  • Celebi, M., Ozen, G. (2004, March). University students and adventure education programmes: A study of meanings and experience of adventure training activities. In W. Krause (Ghair), Outdoor and adventure education - developments and programmes. Symposium conducted at the meeting of the International Gonference on Leisure, Tourism & Sport-Education,Integration, Innovation, Gologne, Germany.
  • Çam, S., (1996). Effect of Education of Communication Skills Training Program on Teacher Candidates’ Ego State and Problem Solving Skills Perception , Unpublished Phd Thesis, Ankara University Institute of Social SciencesAnkara.
  • Cenkseven F., Akar-Vural, R. (2006) A comparison of problem-solving skills based on the perceived needs of thinking and gender adolescents, Journal of Educational Research, 25: 45–53.
  • Dainty, P., Lucas, D. (1992). Clarifying the confusion: A practical framework for evaluating outdoor development programmes for managers. Lancaster: Management Education and Development.
  • D’Zurilla, T. J, Chang, E. C., Nottingham, E. J., ve Faccini, L. (1998).
  • Social problemsolving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients. Journal Of Clinical Psychology, 54 (8): 1091–1107.
  • Dow, G. T., Mayer, R. E., (2004). Teaching Students to Solve İnsight Problems: Evidence for Domain Specificity in Creativity Training, Creativity Research Journal, Vol. 16( 4): 389-402
  • Ekinci, C. E, (2011). Impact of Some Socio-economic Factors on Higher Education Participation in Turkey, Education and Science. 36 (160), 281-297
  • Ferrari, J.R. ve Dovidio, J.F. (2001). Behavioral information search by indecisives. Personality and Individual Differences, 30, 1113-1123.
  • Gillis, H. L., Speelman, E. (2008). Are challenge (ropes) courses an effective tool? A meta-analysis. Journal of Experiential Education, 31(2): 111-135.
  • Hans, T. (2000). A meta-analysis of the effects of adventure programming on locus of control. Journal of Contemporary Psychotherapy, 30(1),33-60.
  • Hattie, J., Marsh, H. W., Neill, J. T.,ve Richards, G. E., (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.
  • Heppner, P. P.,Witty, T. E. ve Dixon,W. A. (2004). Problem-solving appraisal and human adjustment: Areviewof 20 years of research using the Problem Solving Inventory. The Counseling Psychologist, 32 (3): 344–428
  • Heppner, P.P. ve Anderson, W.P. (1985). The relationship between problem solving self-appraisal and psychological adjustment. Cognitive Therapy and Research, 4, 415-427.
  • Hsieh, T.C. (2007). Recreational motivation, sensation seeking, and recreational involvement of Taiwan's adventure recreation participants by, Ph.D., University of the Incarnate Word, AAT 3255770 http://proquest.umi.com/pqdlinkdid=1303296031&Fmt=7&clientId=46571&RQT=309&VName=PQD&cfc=1
  • Hoffman, B. ve Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91–100.
  • Hoffman, B. ve Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33, 875–893.
  • Hopkins, D., Putnam, R. (1993). Personal growth through adventure. London: David Fulton.
  • Karasar, N. (2005). Scientific Research Methods: Concepts, Principles and Techniques., Ankara: Nobel Publishing
  • Kenzie, M. (2000)., How are Adventure Education Program Outcomes Achieved?: A review of the literature, Australian Journal of Outdoor Education, 5(1): 19-28
  • Kolb, D.A., (1984). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall, Inc.
  • Koray, Ö. ve Azar, A. (2008). An Analysıs Of Hıgh School Students’ Problem Solvıng And Logıcal Thınkıng Abılıtıes In Terms Of Gender And Preferred Fıeld. Kastamonu Education Journal, 16 (1), 125–136.
  • Korkut, F. (2002). Problem Solvıng Skılls Of Hıgh School Students. H. U. Journal of Education.22, 177–184.
  • Köstereloğlu, M. A. (2007). The Relationship Between Problem-Solving Skills And Burnout Levels of School Administrators. Unpublished MS Thesis, Abant Izzet Baysal University Institute of Social Sciences, Bolu.
  • Neill, . T, Richards, G. E. (1998). “Does outdoor education really work? A summary of recent meta-analyses”, Australian Journal of Outdoor Education, 3: 2-9.
  • James T. Neill (Editor), Ozgur Akbas, Crystal Chalich, Ben Clapp, Andrew Coppens, Sara Decker, Taras Ferencevych, Jeff Heyliger, Brian Nelson, Kristy Putnam, & Norm Staunton, University of New Hampshire, 2003 update 17 May 2006
  • http://www.wilderdom.com/projectadventure/pabibliography.htm.
  • Otacıoğlu, S. G. (2008). The Relatıons Between The Musıc Department Undergraduates’ Levels Of Problem Solvıng, Self Esteem And Theır Successes In Playıng Instruments. Journal Of Ahmet Keleşoğlu Educatıon Faculty, 26, 143–154
  • Özen G., Yalçin H.B., Özen S.(2010) The Impact Of Adventure Based Educatıon On Problem Solvıng Ability, 11th International Sports Sciences Congress, Antalya
  • Pajares, F. ve Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86 (2): 193-203.
  • Rubin, L.; Hebert, C. (1998). “Model for Active Learning: Colaborative Pear Teaching, College Teaching, 46: 26-30
  • Samaha, N. V., DeLisi, R.(2000) Peer collaboration on a nonverbal reasoning task by urban minority students, Journal of Experimental Education, 69(1): 5–14
  • Saracaloğlu, A. S., Serin, O. ve Bozkurt, N. (2001). The Relatıonshıp Between The Problem Solvıng Skılls And The Achıevement of Graduate Students of The Graduate School of Educatıonal Scıences. M. Ü. Atatürk Education Faculty Journal of Educational Sciences, 14, 121–134.
  • Sheard, M., Golby. J. (2006). Efficacy of an out-door education curriculum on selected aspects of positive psychological development. Journal of Experiential Education, 29, 2, 87-209.
  • Tümkaya, S. ve İflazoğlu, A. (2000). C.U. Examination of classroom teaching students on the level of automatic thinking and problem solving, according to some socio-demographic variables, Ç. U. Journal of the Institute of Social Sciences. 6 (6): 143–158.
  • Underwood, J. Underwood, G. Wood, D.(2000) When does gender matter? Interactions during computer-based problem solving, Learning and Instruction, 10(5): 447–462
There are 44 citations in total.

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Güçlü Özen

Şerife Vatansever

Publication Date January 3, 2017
Published in Issue Year 2017 Volume: 3 Issue: 1

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APA Özen, G., & Vatansever, Ş. (2017). Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills. International Journal of Social Sciences and Education Research, 3(1), 39-48. https://doi.org/10.24289/ijsser.283585
AMA Özen G, Vatansever Ş. Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills. International Journal of Social Sciences and Education Research. January 2017;3(1):39-48. doi:10.24289/ijsser.283585
Chicago Özen, Güçlü, and Şerife Vatansever. “Examining the Effect of Artificial Wall Climbing As a Leisure Time Activity on undergraduate’s Problem-Solving Skills”. International Journal of Social Sciences and Education Research 3, no. 1 (January 2017): 39-48. https://doi.org/10.24289/ijsser.283585.
EndNote Özen G, Vatansever Ş (January 1, 2017) Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills. International Journal of Social Sciences and Education Research 3 1 39–48.
IEEE G. Özen and Ş. Vatansever, “Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills”, International Journal of Social Sciences and Education Research, vol. 3, no. 1, pp. 39–48, 2017, doi: 10.24289/ijsser.283585.
ISNAD Özen, Güçlü - Vatansever, Şerife. “Examining the Effect of Artificial Wall Climbing As a Leisure Time Activity on undergraduate’s Problem-Solving Skills”. International Journal of Social Sciences and Education Research 3/1 (January 2017), 39-48. https://doi.org/10.24289/ijsser.283585.
JAMA Özen G, Vatansever Ş. Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills. International Journal of Social Sciences and Education Research. 2017;3:39–48.
MLA Özen, Güçlü and Şerife Vatansever. “Examining the Effect of Artificial Wall Climbing As a Leisure Time Activity on undergraduate’s Problem-Solving Skills”. International Journal of Social Sciences and Education Research, vol. 3, no. 1, 2017, pp. 39-48, doi:10.24289/ijsser.283585.
Vancouver Özen G, Vatansever Ş. Examining the effect of artificial wall climbing as a leisure time activity on undergraduate’s problem-solving skills. International Journal of Social Sciences and Education Research. 2017;3(1):39-48.

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