Assessment of Selected Institutional Factors Influencing Students' Participation in Outdoor Education at Kenya School of Adventure and Leadership

Abstract

Outdoor activities are integral parts of learning for children and adults. Research has shown that the inclusion of outdoor learning in school curricula and outdoor learning institutions enhances learners’ physical and mental health and social skills. This study examined selected institutional factors influencing students’ participation in outdoor education at the Kenya School of Adventure and Leadership (KESAL) using participants in the programme. The study objectives were: to determine the availability and adequacy of developmentally appropriate equipment in the participation of students in outdoor education at KESAL, to establish the perceived roles of instructors by students during participation in outdoor education at KESAL, to examine the availability of safety procedures and equipment safety during students' participation in outdoor education at KESAL and; to establish the perception of students on the impact of outdoor learning activities in the participation of in outdoor education at KESAL.A descriptive survey research design method was deemed appropriate for the study. Data was collected using an interview research schedule and a questionnaire. The sample comprised 30 instructors and 385 outdoor participants who completed the interview and questionnaire successfully. The data was analysed to obtain frequency and was summarized in tabular form. This study found that KESAL had adequate equipment for outdoor activities with a 100% affirmative response. This study also found that the perceived roles of instructors were to guide participants, implement and supervise outdoor activities. There was a disparity in participants’ roles in maintaining equipment safety, with 50.6% of the participants’ believing that they did not have a responsibility to maintain equipment and 49.4% providing that they maintain safety by following instructions. This study found that KESAL has safety measures in place, including instructors’ first aid training, safety briefing, and evacuation procedures. Equipment safety-built confidence and helped students and instructors overcome fear when involved in outdoor activities. However, 6% of the participants felt unsafe when engaging in outdoor activities. According to the outdoor participants, the most significant impacts of outdoor activities at KESAL were the improvement of participants’ confidence (48.8%), team working skills (28.3%) and brainstorming (22.9%). As such, 96.4% of the students and instructors would recommend KESAL for outdoor programmes. The remaining 3.6% would not recommend KESAL programmes, and this response was attributed to perceptions of unsafe and activities that require further improvement. It was suggested that KESAL improve its programmes to enhance the participant experience, be more accessible to people living with disabilities and use demonstrations as the primary mode of instruction. It was also recommended that future studies consider the effects of education and experience of instructors on the quality of the outdoor activities experience and the influence of instructors’ workload and fatigue on the quality and safety of outdoor activities.