Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills

Abstract

This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group.

Keywords:

• mathematics
• outdoor learning
• arithmetic skills
• self-regulation skills
• high school

Acknowledgements

We extend our thanks to the teachers and students who participated in this study and to Örjan Dahlström at the Department for Behavioural Sciences and Learning, Linköping University for help and support concerning statistical analyses. This study was supported by the Erik Johan Ljungberg Educational Fund.