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     Appendix A : Typical 3-day adventure-based programme for primary 5 pupils

    SESSION DAY 1 DAY 2 DAY 3

    Morning Exercise & Breakfast 1

     ? Check-in to camp ? Accommodation ? Challenge Ropes ? Telematch 2 mattersCourses / Zip-line / Games

    Rock-climbing / ? Community

    Abseiling / Work

    Orienteering ? Area

    Cleaning ? “Ice-breakers” 3

    ? Check-out of

    camp

    Lunch 4

    ? Team-building / ? Challenge Ropes 5

    Initiative games Courses / Zip-line / Rock-climbing / ? Belay School Abseiling / Orienteering Dinner 6 Home Sweet Home

    ? Indoor Games

    ? Safety Briefing 7

     ? Campfire Night

? Night Hike 8

    Debrief / Reflection 9

    73 Appendix B: Life-Effectiveness Questionnaire H (LEQ-H)

    ?L.E.Q.-H

    PLEASE DO NOT TURN OVER YET

    READ THESE INSTRUCTIONS This is a chance for you to consider how you think and feel about yourself in some ways. This is not a test - there are no right or wrong answers, and everyone will have different responses. It is

    important that you give your own views and that you be honest in your answers and do not talk to

    others while you think about your answers. They will be used only for research purposes and

    will in no way be used to refer to you as an individual at any time. Over the page are a number of statements that are more or less true (that is like you) or more or

    less false (that is unlike you). Please use the eight point scale to indicate how true (like you) or

    how false (unlike you), each statement is as a description of you. Answer the statements as you feel now, even if you have felt differently at some other time in your life. Please do not leave any

    statements blank.

    FALSE TRUE

    NOT LIKE ME LIKE ME

    12345678 This statement doesn't More false More true This statement

    describe me at all; it isn't than true than false describes me very well;

    like me at all it is very much like me.

SOME EXAMPLES

    A. I am a fast thinker. 12345 6 7 8

    (The 6 has been circled because the person answering believes the statement "I am a fast

    thinker" is sometimes true. That is, the statement is sometimes like him/her.) B. I am a good storyteller. 1 2 345678

    (The 2 has been circled because tneperson answering believes that the statement is mostly false

    as far as he/she is concerned. That is, he/she feels he/she does not tell good stories.) C..Ienjoy working on puzzles. 1 2 3 4 5 6 7 8

    (The 8 has been circled because the person really enjoys working on puzzles a great

    deal , therefore the statement is definitely true about him/her.)

    ** ARE YOU SURE WHAT TO DO? *

    If yes, then please turn the page over, write your name, today's date, and circle your answers for

    all the statements.

    If still unsure about what to do, ASK FOR HELP.

    PLEASE GIVE HONEST, PRIVATE ANSWERS

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    ? L.E.Q. - H

NAME:__________________________________ AGE:______ (years) DATE:____/____/______

    MALE / FEMALE (circle one) COURSE CODE:______________________ GROUP:________________

     FALSE TRUE STATEMENT not like me like me 01. I plan and use my time efficiently. 1 2 3 4 5 6 7 8 02. I am successful in social situations. 1 2 3 4 5 6 7 8 03. When working on a project, I do my best to get the details right. 1 2 3 4 5 6 7 8 04. I change my thinking or opinions easily if there is a better idea. 1 2 3 4 5 6 7 8 05. I can get people to work for me. 1 2 3 4 5 6 7 8 06. I can stay calm in stressful situations. 1 2 3 4 5 6 7 8 07. I like to be busy and actively involved in things. 1 2 3 4 5 6 7 8 08. I know I have the ability to do anything I want to do. 1 2 3 4 5 6 7 8 09. I do not waste time. 1 2 3 4 5 6 7 8 10. I am competent in social situations. 1 2 3 4 5 6 7 8 11. I try to get the best results when I do things. 1 2 3 4 5 6 7 8 12. I am open to new ideas. 1 2 3 4 5 6 7 8 13. I am a good leader when a task needs to be done. 1 2 3 4 5 6 7 8 14. I stay calm and overcome anxiety in new or changing situations. 1 2 3 4 5 6 7 8 15. I like to be active and energetic. 1 2 3 4 5 6 7 8 16. When I apply myself to something I am confident I will succeed. 1 2 3 4 5 6 7 8 17. I manage the way I use my time well. 1 2 3 4 5 6 7 8 18. I communicate well with people. 1 2 3 4 5 6 7 8 19. I try to do the best that I possibly can. 1 2 3 4 5 6 7 8 20. I am adaptable and flexible in my thinking and ideas. 1 2 3 4 5 6 7 8 21. As a leader I motivate other people well when tasks need to be done. 1 2 3 4 5 6 7 8 22. I stay calm when things go wrong. 1 2 3 4 5 6 7 8 23. I like to be an active, 'get into it' person. 1 2 3 4 6 7 8 5 24. I believe I can do it. 1 2 3 4 6 7 8 5

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    Appendix C: LEQ-H items in the Subscales

    TIME MANAGEMENT

     1. I plan and use my time efficiently.

     9. I do not waste time.

     17. I manage the way I use my time well.

    SOCIAL COMPETENCE

     2. I am successful in social situations.

     10. I am competent in social situations.

     18. I communicate well with people.

    ACHIEVEMENT MOTIVATION

     3. When working on a project, I do my best to get the details right.

     11. I try to get the best results when I do things.

     19. I try to do the best that I possibly can.

    INTELLECTUAL FLEXIBILITY

     4. I change my thinking or opinions easily if there is a better idea.

     12. I am open to new ideas.

     20. I am adaptable and flexible in my thinking and ideas.

    TASK LEADERSHIP

     5. I can get people to work for me.

     13. I am a good leader when a task needs to be done.

     21. As a leader I motivate other people well when a task needs to be done.

    EMOTIONAL CONTROL

     6. I can stay calm in stressful situations.

     14. I stay calm and overcome anxiety in new or changing situations.

     24. I stay calm when things go wrong.

    ACTIVE INITIATIVE

     7. I like to be busy and actively involved in things.

     15. I like to be active and energetic.

     23. I like to be an active 'get into it' person.

    SELF CONFIDENCE

     8. I know I have the ability to do anything I want to do.

     16. When I apply myself to something I am confident I will succeed.

     24. I believe I can do it.

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    Appendix D: Administering LEQ-H to programme participants

    Guidelines for Administering the Life Effectiveness Questionnaire

    To Program Participants

    These guidelines are for instructors and coordinators to help make the administration of

    research questionnaires easier, more effective and standardized across different groups.

The questionnaires are self-administering with full instructions given on the form.

    However, the quality and completeness of answers is improved if the following

    introductory sequence is followed.

    1. FAMILIARITY: Carefully read the questionnaire and complete it yourself. Familiarity with the layout and instructions will help you answer participants' questions

    better.

    2. TIMING: Questionnaires at a program (Time 1) need to be done before other program activities. This is so responses are unaffected by the course.

An introduction could go 'Hi, my name is John Smith, welcome to Program X, I will

    be your instructor for the program, now before we do anything else could you please get

    your pens and take a seat...'

    3. SETTING: Pick a place free of distractions for the participants, away from other groups, noise and activity, and in the shade if hot.

    4. SEATING: Get the participants to sit apart with some space between themselves. This helps participants to give private answers that are honest and individual. Younger

    participants, especially, are sensitive to peer pressure, their friends‟ views and ideas.

For example: '...when you come back to take your seat please spread out so none of you are

    sitting together...'

    4. INTRODUCTION: Give it before handing out the questionnaire. The questionnaire distracts participants from listening to you.

    5. RATIONALE: Keep reasons for the questionnaire brief, general, and associated directly with the program. This does not create expectations that could affect the

    participants' answers.

For example '...We have been doing research on our programs since X to find out more

    about people and what they think about themselves. This has helped us develop better

    programs. It is a continuing process and I am asking you for your help and contribution to

    the future. Could you please complete this questionnaire... (hold up)'.

Note that participation in any research should be voluntary and that if any participant does

    wish not to complete the questionnaire then this should be respected.

6. ACCURATE RESPONSES: Encourage the participants to answer honestly,

    thoughtfully, and as they feel right now.

For example '...when you answer the questionnaire think about your answers carefully and

    be as honest as you can. There are no right or wrong answers, this is not a test, simply give

    your answers as you feel right now...'

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    7. CONFIDENTIALITY: Reassure participants of the confidentiality of their answers. This will give the participants increased confidence to answer honestly.

For example '...the answers you give are confidential and will be entered, without your

    name, into a computer ...'.

Names are needed in order to match up each persons‟ questionnaires over time.

    8. TIME LIMIT: Ask participants to take as much time as they properly need. This is so slower participants feel no pressure to hurry and not answer thoughtfully when other

    participants have already finished. The LEQ usually takes participants about 10 minutes to

    complete.

For example'...Please take as long as you need to give honest and thoughtful answers, there

    is no time limit.'

    9. INSTRUCTIONS: Get participants to read the questionnaire's instructions, first, and to ask you any questions before they start the questionnaire. Otherwise some participants will

    not read, or not understand the instructions and incorrectly complete the questionnaire.

For example '...now I will hand the questionnaires out but before you start could you

    make sure that you carefully read the instructions and ask me any questions that you

    might have...'

    10. DETAILS: Remind the participants to fill in all details, age, male/female, program and name. It is vital that these details are filled in, without them the answers given are useless.

For example '...has everybody remembered to circle whether you are a male or female, fill

    in your age, our program which is X, and your name? Please do it now if you have not ...'

    11. COLLECTION: When you collect each person‟s questionnaire, check them individually to see that each question is correctly completed and that participants' details

    are correctly and fully completed. It is important that you respect participants' privacy and

    make it obvious that you are only checking by a glance and not studying their answers.

    Participants who have finished usually need to be encouraged to sit quietly whilst others

    are still finishing.

For example '...when you have finished make sure you check your questionnaire so that

    it is complete, then turn it over and I will come, collect it and double-check that it is

    complete. If you finish before others, please be quiet while they‟re finishing.'

    12. CLOSURE: When all the questionnaires are collected thank the group for their participation and remove the questionnaires from participants‟ sight and attention by

    placing them into a labeled envelope and forward them to the research coordinator.

    13. END OF PROGRAM: Participants will also complete the LEQ at the end of the program. The briefing should be virtually the same, although shorter, with a particular

    emphasis on completing the questionnaire as THEY FEEL NOW. Timing is important: it

    should be after all the program activities are complete (i.e. after final debrief), but before

    participants are in „going-home-can‟t-wait-for-MacDonalds‟ mode. In other words, you

    could do the questionnaire after the final debrief or early on the final morning before

    departure.

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    Appendix E: Briefing Staff on How to Administer the LEQ

    Guidelines for Briefing Staff

    On How to Administer the Life Effectiveness Questionnaire

    To Program Participants These guidelines are for the research coordinator to help program staff understand the

    purposes of the research and to make the administration of research questionnaires easier,

    more effective and standardized across different groups.

1. Explain your organization‟s reasons for conducting the evaluation research.

2. Explain that the research on the program will require approximately half an hour

    at the very beginning and half an hour at the end of the program.

3. Give the instructional staff the packets of questionnaires for the first day (Tip:

    photocopy the questionnaires on colored paper, and always stick with this color, so

    that they are easily recognizable by staff as research questionnaires).

4.

    Go through each of the points on the “Guidelines for Administering the Life

    Effectiveness Questionnaire to Program Participants” sheet. The following procedures are particularly important in terms of the accuracy and quality of the data completed and past

    experience has shown these are the procedures most likely to vary between different people

    administering the questionnaires: 6. Accurate Responses, 7. Confidentiality, 10. Details, and 11. Collection.

5. Ask the staff to complete the LEQ on themselves and discuss any questions.

6. Remind instructors to make sure they have enough pens for their group.

7. Feedback: Assure instructors that they will be able to receive feedback on their

    program results when they become available.

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    Appendix F: School Consent

     MINISTRY OF EDUCATION

     CO-CURRICULAR ACTIVITIES BRANCH Robinson Road P.O. Box 746 EDUCATION PROGRAMMES DIVISION Telephone: 872 1110 21 EVANS ROAD Facsimile: 775 5826 SINGAPORE 259366 CS-mailbox: GVT 036 Tel: 6468 4293 CABLE: “EDUCATION” Fax: 6465 4574 Internet Address: http://www.moe.edu.sg Internet Office e-mail address: The Singapore Education Service contact.MOE@moe.edu.sg MOULDING THE FUTURE OF OUR NATION

23 Oct 2002

Principal

    School

Dear ___________,

    I, Susanna Ho (S6801088/H) will be undertaking a dissertation as part of my Masters of Education at Nanyang Technological University on the topic "

    Effects of camping experiences on the perceptions of Life Effectiveness of primary

    school pupils".

2. I seek your approval to gather data from the pupils in your cluster by means

    of a 24-item Life Effectiveness Questionnaire. This will be conducted in

    conjunction with the cluster's camping experience, with pre and post-experience

    measurements being taken.

3. A copy of my dissertation will be sent to you for information and retention

    upon completion of my study. If you have any further queries, please do not

    hesitate to contact me via e-mail or at 97686620 (mobile).

4. Thank you.

Yours sincerely,

______________

    Susanna Ho (Ms)

    CCA Officer, Outdoor Education 2

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    Appendix G: Parental Consent

    MINISTRY OF EDUCATION

     CO-CURRICULAR ACTIVITIES BRANCH Robinson Road P.O. Box 746 EDUCATION PROGRAMMES DIVISION Telephone: 872 1110 21 EVANS ROAD Facsimile: 775 5826 SINGAPORE 259366 CS-mailbox: GVT 036 Tel: 6468 4293 CABLE: “EDUCATION” Fax: 6465 4574 Internet Address: http://www.moe.edu.sg Internet Office e-mail address: The Singapore Education Service contact.MOE@moe.edu.sg MOULDING THE FUTURE OF OUR NATION

8 Feb 2003

Dear Parent or Guardian,

    I am undertaking a dissertation as part of my Masters at National Institute of Education, Nanyang Technological University on the topic "Effects of camping

    experiences on the perceptions of Life Effectiveness of primary school pupils" and

    am writing to ask permission for your child/ward, ____________________ to take

    part in a survey.

2. This survey requires the child to fill up a questionnaire that will take less

    than 30 minutes. There are no right or wrong answers to the questions and I am

    only interested in their opinions. You can be assured that the information they have

    given will be kept strictly confidential.

3. Your child/ ward is free to withdraw at any time if he or she wants to. If you

    have any further queries, please do not hesitate to contact the undersigned.

4. If you wish your child/ward to take part in the survey, please sign below to

    indicate your consent.

Thank you.

Yours sincerely,

_______________

    Susanna Ho (Ms)

    DID: 64609816

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