Evaluating the Impact of a One Day Challenge Course on Student Life Effectiveness Skills

One Day Challenge Course Impact on Student Life Effectiveness Skills Abstract This study investigated the impact a one-day challenge course program has on college students’ life effectiveness skills, as measured by the 24-item LEQ-H self-reported questionnaire. The sample population (n= 57) for this study was made up of college-aged students from two class sections of a recreation and leisure introductory course. Analysis of t-tests of the two pre-test (baseline and pre course) measurements showed no significant differences in participant scores for seven of the eight LEQ Factors. Using t-test analysis of the pre and post (treatment phase) LEQ-H scores for female participants indicated significant increases for all eight LEQ-H domains (time management, social competence, achievement motivation, intellectual flexibility, task leadership, emotional control, active initiative, and self-confidence) and for the overall LEQ score. In contrast, male participants reported significant increases in only of one of the eight LEQ Factors (time management). Females reported moderate to large (.619 to .845) effect size scores and males reported small to moderate (.143 to .526) effect size scores, demonstrating that they did receive some benefits from participation. Results strongly suggest that a one-day challenge course program can have a significant impact on college students’, particularly females’, life effectiveness skills. Key words: Challenge course, Life effectiveness skills, LEQ-