Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study

Camilla Roed Otte; Mads Bølling; Matt P Stevenson; Niels Ejbye-Ernst; Glen Nielsen; Peter Bentsen

doi:10.1016/j.ijer.2019.01.009

Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study

Camilla Roed Otte, Mads Bølling^*, Matt P Stevenson, Niels Ejbye-Ernst, Glen Nielsen, Peter Bentsen

^*Corresponding author for this work

9 Citations (Scopus)

Abstract

The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

Original language	English
Journal	International Journal of Educational Research
Volume	94
Pages (from-to)	42-51
Number of pages	10
ISSN	0883-0355
DOIs	https://doi.org/10.1016/j.ijer.2019.01.009
Publication status	Published - 2019

Keywords

Natural environment
Outdoor learning
Primary school
Reading

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10.1016/j.ijer.2019.01.009

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title = "Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study",

abstract = "The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.",

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T1 - Education outside the classroom increases children's reading performance

T2 - Results from a one-year quasi-experimental study

AU - Otte, Camilla Roed

AU - Bølling, Mads

AU - Stevenson, Matt P

AU - Ejbye-Ernst, Niels

AU - Nielsen, Glen

AU - Bentsen, Peter

N1 - CURIS 2019 NEXS 117

PY - 2019

Y1 - 2019

N2 - The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

AB - The use of education outside the classroom (EOtC) in schools is increasing; however, there are currently few studies assessing the longer-term impacts on academic achievement. The aim of the present study was to investigate the association between one school-year of regular (more than 2.0 h a week) participation in EOtC and Danish primary school children's reading performance. We conducted a quasi-experimental study involving 20 EOtC intervention group classes and 10 comparison group parallel classes (Grades 3–6). Children were tested pre- and post-intervention in reading performance. We found that exposure to EOtC had a small positive impact on test scores. The implication that regular EOtC is positively associated with reading performance is discussed.

KW - Natural environment

KW - Outdoor learning

KW - Primary school

KW - Reading

U2 - 10.1016/j.ijer.2019.01.009

DO - 10.1016/j.ijer.2019.01.009

M3 - Journal article

AN - SCOPUS:85063335965

SN - 0883-0355

VL - 94

SP - 42

EP - 51

JO - International Journal of Educational Research

JF - International Journal of Educational Research

ER -

Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study

Abstract

Keywords

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