Assignment #5 Final Research Report

Jessica Valley & Sydney Donaldson

571: Research and Evaluation Methods

Institutional Context
The campus of Western Washington University (WWU) features 15,574 students, including

2,888 freshmen in which 90% live on campus (About WWU Online). Western also features 160

academic programs, many which are available through the universitys recreation center. The

campus recreation services at WWU are ran through the Wade King Student Recreation Center,

faculty, staff and students are offered a wide range of fitness and recreation offerings. The

department also oversees WWUs popular intramural sports programming, sport club teams and

faculty/staff wellness programs (WWU Campus Recreation Services Online). A recreation

center that features this many amenities provided an interesting opportunity for finding the

influence that involvement at a campus recreation center can have on a students college

experience. This research study aimed to investigate if a students involvement at a campus

recreation center influences their academic success. Although there are continuing investments

into campus recreation centers by colleges and universities, the value to higher education is

likely based on their observed popularity among students and their contributions to student

health and quality of campus life (Huesman et al, 2009). Because of the recent interest and

investigation of how students experiences can be affected through involvement with campus

programs, this study will gain an insightful perspective of how access and use of a campus

recreation center helps to improve students academic success while in college, and how the

skills and benefits learned will long influence their life long after graduation.

Purpose of the Evaluation or Research

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The purpose of this research is to assess Western Washington Universitys campus recreation

center programs and services effectiveness within a students education. According to Mertens

and Wilson (2011), in order to demonstrate the effectiveness of programs and services within a

campus recreation center, evaluations on the research will be assessed. The evaluator will be

looking for findings within certain areas to assess the following:

1. If participants involvement at the campus recreation center positively or negatively affects them
2. Where the campus recreation center should decide to allocate new resources in order to
productively improve a students academic success
3. Aggregate information from several evaluations to estimate outcome effects for similar
programs and services within the campus recreation center

Within assessing these programs and services, the evaluation will mostly come from the

summative evaluation or the outcome and impacts. Outcomes can be thought of as short-term

results, where impacts are thought to be long-term results (Mertens & Wilson, 2012, p.280).

When evaluators are starting off with outcome and impact evaluations, they may question the

certain areas to assess. For example, a question may be asked; What difference did this program

make in the lives of the individual who participated in it? Within this proposal, the purpose is to

demonstrate how a campus recreation center will affect a students academic success; or the

students sense of belonging or campus satisfaction, coping skills (non-cognitive; emotional well-

being etc.), and retention to the university.

Literature Review
The literature our research focused on examining the status of different aspects and impacts that

the use of a campus recreation center has on a students academic success. The academic success

within this literature review is defined as a students sense of belonging or campus satisfaction,

coping skills (non-cognitive; emotional well-being etc.), and retention to the university. This

review also examines how a campus recreation center can positively influence students

throughout their academic careers. This review is designed to help develop future research
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hypotheses of similar nature at other campus recreation centers and other campus services

programs. As the review explains many outlooks on a campus recreation center in correlation to

a students academic success, one must also take into consideration the use of a student

recreation center, it is by no means the only way students feel that sense of social belonging and

integration into the university. In review through data analysis already formed, it is determined.

recreational administrators have defined that student participation in a recreation center

contributes to the learning, development, and persistence of college students (Belch et al, 2001).

Over the years there has been a significant amount of information appearing in the

popular and professional literature that addressed the status of different aspects and impacts the

use of a campus recreation center has on a students academic success. Three such topics have

included:

1. Sense of belonging or campus satisfaction

2. Coping skills

3. Retention to the university

From certain perspectives, the results of this review could provide useful insights for the

university or college administrators, recreational professionals, and students. These reviews

could also help better understand prior published research through examining how a campus

recreation center positively influence students throughout their academic careers. The review

could also help address any gaps in the literature relevant to problems within campus recreation

centers.

Sense of Belonging or Campus Satisfaction

Miller (2011) emphasizes how a vast number of students on approximately every campus across

the nation are participating in recreational services and programs on a weekly basis; while these

activities may seem like a simple use of their time, it is clear that participation in these activities
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can provide benefits in many areas of a students life. Also noted from Miller, many programs

and organizations across campus can provide similar benefits to a recreation center, however, a

large number of students choose the student recreation center as a way to become involved.

Belch (2004) suggests in her journal article, that the campus recreation center may

establish an environment that helps to create a pathway for acceptance and confidence, which are

vital elements of student success and retention within education. In assessment to students

participation within a campus recreation center, it is clear to say that when students making the

final decision for their college of choice, a significant number of potential students consider the

quality the campus recreation center provides for participation as a very important factor (Stier et

al, 2005). The campus recreation center programs and services continue to be an even greater

factor for students for the quality of life at their institution. According to Zizzi (2004), many

institutions are also beginning to take responsibility for the quality of life on campuses and that

the students life beyond the academic environment is as equally important.

Coping Skills
In terms for this literature review and study, coping skills are defined as attributes that help the

non-cognitive functions of our brains, the emotional well-being of who we are (Ratey &

Hagerman, 2008). A large part of coping skills is the management of stress. Stress is a threat to

the bodys equilibrium, in turn it is a challenge to react and adapt your body. Scientifically

speaking, anything that causes cellular activity is a form of stress (Ratey & Hagerman, p.59).

Stress can be physical, mental, emotional etc. there are millions of types of stress, so how

individuals help manage their stress? One of the answers; exercise. Exercise helps control the

emotional and physical feelings of stress, as well as managing the effects on a cellular level

(Ratey & Hagerman, p.60). Zarei (2013), explains that the students also experience participating
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in sport activities leads to reduced stress, improved self- confidence, academic achievement, and

facilitating social relationships.

Ratey & Hagerman explain the stress and recovery process that your brain and body go

through by comparing it the use of vaccinations on the immune system in limited doses it

(stress) causes the brain cells to overcompensate and thus gird themselves against future

demands (p.61). When stress is introduced in reasonable doses, it can help train the brain and

body for larger amounts of stress and make the impacts of it more bearable. Exercise is one of

the biggest inducers of stress to the brain and the body. Like Ratey & Hagerman explain, the

stresses caused by exercise can help the brain adapt to the stress levels and learn how to combat

that stress better the next time. Stress can help spark and promote brain growth, assuming that

the stress is not too severe and that the neurons are given time to recover, the connections

become stronger and our mental machinery works better. Stress is not a matter of good and bad

its a matter of necessity (p.61).

After discovering the importance of stress and the good that it causes, it is important to

understand how to manage this stress and how to use it to develop coping skills. Just as the

mind can affect the body, the body can affect the mind (p.63). Ratey & Hagerman discuss that it

is not yet a widely accepted understanding by physicians that our mental state can be altered by

physical movement. When exercise is used as a coping mechanism to stress, a flight or fight

response is initiated, physical activity is the natural way to prevent the negative consequences

of stress (p.64). It is natural for us to use body movement and exercise as a way to combat stress

for a variety of reasons, however an important element is understanding what happens after the

exercise that helps optimize brain function as well in addition to raising the flight or fight

threshold, it helps to kick start the cellular recovery process (p.77).

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Not only does exercise, in the correct doses, help induce stress (which is indeed for brain

growth and function) it also serves as a coping mechanism when we are experiencing too much

stress. Being able to rely on exercise and body movement as a coping mechanism is important

and adds to the importance of access to a campus recreation center.

Retention to the University

Within Millers journal article, he spoke if a student is unable to effectively manage time, does

not fit in or is unable to make friends, they can quickly become overwhelmed with academic life

and causing a dropout in college (2011).

Forrester (2014) states, students with involvement in the recreation programs and services

have increased their educational retention rates and improved their health and wellness. The

research study shows how the participation rate comes from how frequently students utilize the

campus recreation facilities, programs, and services. In a result to the study, thirty-nine percent

of students participated three times per week or more, fifty-six percent of students participated

two times per week or more, seventy- nine percent of students participated at least one time per

week, and twenty-one percent of students specified they never participate (2014).

Forrester also stated that seventy-four percent of students report that campus recreation

facilities influenced their decisions to continue attending a college or university, and sixty-seven

percent of students report that the campus recreation programs influenced their decisions to

continue attending a college or university (2014).

The Constructivist Paradigms influence on research:

Constructivist paradigm is the belief that knowledge is socially constructed by people active in

the research process, and that researchers should attempt to understand the complex world of

lived experience from the point of view of those who live it. The paradigm focuses primarily on

identifying multiple values and perspectives through qualitative methods (Mertens & Wilson, p.
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557). The Constructivism paradigm is also value-bound, and the outcomes will depend upon the

values of those involved. Evaluators have a responsibility to look at what is happening in the

program first, and then choose value questions and criteria for judging merit and worth.

Over the years there has been a significant amount of information appearing in the popular and

professional literature that addressed the status of different aspects and impacts on how a

students involvement at a campus recreation center can influences their academic success. In

relation to the research, the planning and practice of these constructivists aspects could adversely

or auspiciously affect factors such as; capacity building, competency, development,

outcome/impact, budgeting and cost analysis. Within assessing the programs and services of a

recreation center, the evaluation will mostly come from the outcome and impacts. From the

outcome and impact evaluations for this research study will assess; a students sense of

belonging or campus satisfaction, coping skills, and retention to the university.

Theoretical Lenses
With wanting to find out if a recreation center has effects on a students academic success, we

also looked for appreciative inquiry, meaning the strategy to specifically look for strengths to the

questionnaire rather than weaknesses (Mertens and Wilson, 2012, p. 395) In order to tell how

successful a research may be or not, Mertens and Wilson (2012) state that the evaluators will

look at the performance indicators or targets. The targets are to specify the level of outcome

attainment stakeholders expected (p.404).

Since we used a simple Likert-scale questionnaire strategy, our answers were simple to

put into excel to analyze. A strategy on analyzing the data in excel, the excel spreadsheet helped

provide us with a visual data to easily determine certain answers and tallies within the

research. The pilot study worked to examine different themes that emerged from the data, as well

as areas to learn from to conduct future research.

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Research needs to have quality data that is reliable and dependably. According to Mertens

and Wilson (2012) data collection is of utmost important for evaluators to reach accurate

conclusions about a program functioning and effectiveness (p. 359). Thus, is why a pilot test was

implemented. In order to determine different coding and structures to the research validity and

credibility also needs to be assessed. Within this research pilot test, we wanted to look at

construct validity, or to what degree does all accumulated evidence supports the intended

interpretation of scores for a purpose. When discussing the results of this questionnaire we

assessed and determined the quality the research will have for future trends and research, by

leaving a creditable source.

Data collection
Participants first filled out a consent form followed by a brief questionnaire that aimed to

discover information about individuals participation at the campus recreation center, more

specifically if the campus recreation center positively affected a students academic success. The

questionnaire featured six Likert-Scale questions and one-opened ended question that was

designed specifically to identify the participants perspectives about the campus recreation in

correlation to their sense of belonging or campus satisfaction, coping skills, and retention to a

university implying positive or negative influences affecting them. Both the informal consent

form and questionnaire can be found in appendices A & B.

Our data collection process began on February 21st at 10:30 am. As we set up a table and

chairs outside the Viking Union on Westerns campus, we began asking random individuals if

they would mind taking the time to complete our survey. There was some hesitation in the

beginning minutes. After seeing the willingness of Westerns students to participate, our data

collection time of 10:30 am -12:30 pm resulted in fifty surveys being completed. We were

satisfied at our results and eager for the next days data collection. Day two (February 22nd)
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featured two different locations, we spent two hours collecting data in Red Square on Westerns

campus from 10:30 am -12:30pm again as well as outside the student recreation center from

4:30-6:30 pm. Again we were satisfied with participants willingness to take our survey as well

as some of the eagerness and interest students showed towards our research. At each location we

had individuals question the reasoning behind our research and where the results were going to

be used. It was interesting to hear peoples reactions once they found out about our work, as well

as realize how little some participants read on the consent form they signed prior to taking the

survey. Our final day of data collection took place on February 23rd outside Artnzen Hall on

Westerns campus. Again working from the 10:30am-12:30 pm period, we thought this would

hopefully capture a broad range of students that were passing the location on the way to classes,

stopping in to grab some food etc. We felt like the four different locations for data collection

would provide a wide variety of students who perhaps dont reach multiple points of campus

each day or even week. By using a random convenience sample, we worked to eliminate any bias

towards the recreation center or other campus resource for that matter.

Rationale for Methodology

This research and questionnaire was conducted as a pilot test. The results helped us provide

critical and thoughtful information about deficiencies, and suggestions for improvements to clear

any misunderstandings (Gay et al, 2012, p.189). The majority of universities and colleges report

to have a student recreation center on their campus. These centers offer students a diverse

learning atmosphere through the facilitys services and programs. The goal of this pilot test was

to propose the idea to create a research study explaining and informing the affects a recreation

center can have on a students academic success through participation. The results of the pilot

test will provide students, recreational professionals, and college or university administrators
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useful insights into how beneficial a questionnaire study can be when researching a recreation

center in relation to an immense number of students.

Analysis Plan
After our data collection was complete, discussion of our survey results took place before

moving into coding and analysis. The amount of feedback we received while administering the

survey led to some ideas that we wanted to be sure to recognize while analyzing our data. For

example, it appeared that some individuals that filled out our survey thought we were working

for the recreation center and were studying how we could improve the facility for students on

campus. We felt like some of these individuals may have had slightly different answers if they

did not have that preconceived notion in their head. There was also a sense of embarrassment by

some individuals who vocalized while taking the survey that they did not attend the recreation

center often. This is not an intention of ours in our data collection process or survey, however we

thought it would be important to acknowledge that point when viewing our results. After a brief

discussion of our collection process, we moved forward in the data entry, coding and analysis

process.

To start analyzing data, we looked at outputs, outcomes, and then the impacts of any

long-term and short term changes or results. Some questions we may ask as evaluators could be

at the beginning of data collection such as; what difference will this initiative serve, for what

purpose? We can also ask during the planning process the question; how this evidence being

found will be collected. Then finally when concluding the results, the question can be asked; at

what level of performance will be accepted as success or failure? (Mertens and Wilson, 2012, p.

354) As Mertens and Wilson (2012) state research is conducted for a variety of purposes with a
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variety of strategies and instruments (p. 357). Within our data collection we used multiple

methods, approaches, and frameworks to analyze our data. Some methods we used were the Use

Branch and Value Branch. The Value Branch Method we used as a way to involve ourselves,

since this is a pilot test we were open to feedback and observed the participants while they were

filling out the questionnaire. We also focused more on a conceptual idea as far as a statement of

the attributes of interest, meaning the data will address the status of the different aspects and

impacts on how a students involvement at a campus recreation center can influences their

academic success through the attributes of their sense of belonging or campus satisfaction, the

students coping skills, and the retention to the university.

We entered all our data into an Excel spreadsheet to begin our analysis process. We

created sections for the four different locations so we could analyze data separately as well as

together. After entering all the data, we began to categorize the open-ended answer questions that

focused on what resources individuals used at the recreation center. Because it was open-ended,

we received numerous results. By coding and categorizing all the responses, we were able to

analyze the data.

With wanting to find out if a recreation center has effects on a students academic

success, we also were looking for appreciative inquiry, meaning the strategy to specifically look

for strengths to the questionnaire rather than weaknesses (Mertens and Wilson, 2012, p. 395) In

order to tell how successful a research may be or not, Mertens and Wilson (2012) state that the

evaluators will look at the performance indicators or targets. The targets are to specify the level

of outcome attainment stakeholders expected (p.404).

Validity & Reliability

To enhance confidentiality, each student was provided a consent form, the signed informed

consent form was kept separately from the questionnaire. All students who take part in the
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questionnaire filled out in writing, a consent form before their participation of the questionnaire.

The consent form stated that participation in the study was completely voluntary and that there

was going to be no consequences for choosing not to participate. The students were informed

that they will be able to withdraw at any time, for any reason, without consequence. To prevent

duplication of answers all of the participants were instructed, orally and in written form on the

consent form, not to complete the questionnaire if they have previously completed and turned

one in. Nowhere on the questionnaire did the respondents have to either identify themselves or

for any reason why they are at the location. All responses were kept completely confidential, as

they were anonymous. At no time, was there any attempt made to identify participants.

Limitations & Generalizability

In this research limitations and constraints may be a factor. Using the sample strategy of

convenience within nonrandom sampling, it may be difficult to describe the population from

which the sample was drawn and to whom the results can be generalized (Gay et al, 2012,

p.141). However, the demographic questions on the questionnaire are to minimize generalization.

The research could also have students deny participation to the study because of their perception

of a recreation center. For example, if they know they do not already participate or use the

campus recreation center, they will deny the questionnaire. In result, if the researchers generalize

the study to campus resources and not just campus recreation, they could minimize bias

behaviors.

Key Findings
Aswehavebegunouranalysisprocessthereweresomefindingsthathaveimmediatelydrawn

ourattention.Weendedupwithatotalof178completesurveys,ofthose178,72individuals

leaveoncampuswhile101liveoff.Ofthose72individualslivingoncampus,theaverage

attendanceoftherecreationcenteris2.67daysperweek.Comparedtothe101individualswho
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liveoffcampusandaveragetherecreationcenter2.48daysaweek.PleaseseeAppendixCfor

graph.

Inourfindingswehad72differentmajorswith13/72beingsportrelatedsomehow

(Kinesiology,SportPsychology,OutdoorRecreation,PEteachers).Ofthosewholistedasport

relatedmajor,theaveragevisitationtotherecreationcenterwas4daysaweek.Itwas

interesting,howeveralmostexpected,thatsportrelatedmajorsfrequentedtherecreationcenter

morethannonsportrelatedmajors(2.42daysperweek).

Ofthe178totalsurveys,53ofthesurveyshadresponsesofstronglyagreeingoragreeing

thatparticipationatthereccenterledtoindividualsfeelingmoreinvolvedwithoncampus

activities.Theaveragevisitationofthosewhofeltmoreinvolvedinothercampusresources

becauseoftherecreationcenterwas2.58daysperweek.Anotherinterestingfindingwasthat

thosewithlistedthattheystronglyagreedandagreedthatparticipationhadledtohigherfeelings

ofinvolvementoncampusalsohadanaverage(2.46)ofagreeingthatinvolvementwithother

campusresourceshashelpedincreasefocusinschoolcourses.PleaseseeAppendixCforgraph.

Overallsatisfactionwithcollegeexperienceappearedtonotbeasinfluencedbycampus

recreationparticipation.Thosewhostronglyagreedoragreedthatparticipationhasledtooverall

campussatisfactionwas74/178,solessthanhalfofindividualswhoparticipated.Itwas

interestingthatindividualswhodidnotfeellikeparticipationattherecreationcenterhadan

influenceontheiroverallsatisfactionwiththeircollegeexperience(individualswhoanswered

3,4or5)onaverageattendtherecreationcenter2.52timesperweek,onlyslightlylessthanthe

averageattendancebythoseindividualswhofeltlikeinvolvementhadcontributedtooverall

collegeexperiencesatisfaction(2.58timesperweek).
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Wealsofoundthataround40%ofstudentssomewhatagreed(answered1or2)thattheir

participationattherecreationcenterhadhelpedincreasedtheirfocusinschoolcourses.After

analyzingthedataforthisquestion,perhapsfollowupquestioncouldpotentiallybeaskedinthe

nextstudyastohowstudentsfeelliketheirfocushasincreased.Focuscanbeverysubjectiveto

eachindividual.PleaseseeAppendixCforgraph.

Ourfinalquantitativequestionwasiftherecreationcenterinfluencedindividuals

decisiontostayinschool.Thiswasaquestionwegotalotofquestionsaboutduringthedata

collectionprocess,forexamplelotofindividualsseemedtofinditsillytoasksomethinglike

that,andquestioneditspurposebeingonthequestionnaire.However,theaverageanswertothis

questionwas3.08orunsuremoreleaningtowardsthedisagreeside.Ofthosewhodidagree

(answered1or2)thattherecreationcenterhadaninfluenceontheirdecisiontostayinschool,

theaverageattendanceoftherecreationcenterweeklywas2.6daysperweek,something

perhapsonewouldthinkwouldbehigherifastudentfeltstrongenoughthatitinfluencedtheir

decisiontostayinschool.

Theopenedendedquestioninourquestionnaireaskedwhatspecificresourcesthat

individualsusedwhenattherecreationcenter.Wereceivedavarietyofanswersthatrequired

grouping,withthehelpofsomeclassmateswebroketheopenedquestionsintothesedifferent

categories:WeightEquipment,CardioEquipment,ClimbingWall,Aquatics,IntramuralTeams,

Classes,Gyms,YogaStudios,Track,Basketball,ClubTeams,Rehabilitation,Food,Misc.

Machines,DanceStudios,andMisc.PleaseseeAppendixCforgraph.

Utility for University

Improvements
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Because we treated our research as a piolet study, we focused a lot on improvements for future

research based off our results. Some areas for improvement that we have seen include the

following; needing to clean up the questionnaire, including removing certain questions on the

demographic part, condensing the page numbers to one page as many questionnaires were not

fully completed. After analyzing our results, it was clear that there was some confusion by

participants when filling out the questionnaire. It appears that perhaps some students may have

mixed up the Likert-Scale thinking that 1 mean strongly disagree instead of agree and 5 as strong

agree instead of disagree. There were even a few individuals that pointed out this mistake while

taking the survey.

What can be used

The information that we collected in our research can help provide Western Washington

University an insight to their students. Although there are certainly areas for improvements, we

feel like the information we collected has the potential to be helpful in a number of ways. The

results of this piolet study could provide useful insights for the university, college administrators,

recreational professionals, and students. These results could also be used to help better

understand prior published research through examining how a campus recreation center

positively influences students throughout their academic careers. The results will provide critical

and thoughtful information about deficiencies, and suggestions for improvements to clear any

misunderstanding. Not only can data be used by the campus recreation center to help identify the

most popular uses for the center, it can also help provide ideas for improvements. A lot of

students included what they would like to see change at the recreation center so that they might

increase their attendance.

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The goal of this pilot test is to propose the idea to create a research study explaining and

informing the affects a recreation center can have on a students academic success through

participation. The results of the pilot test are hopeful to provide students, recreational

professionals, and college or university administrators useful insights into how beneficial a

questionnaire study can be when researching a recreation center in relation to an immense

number of students. Our hope is that Westerns recreational administrators and other student

services departments can use this data to build off of and conduct further research to discover the

value and importance of extracurricular activities that can help the development of a college

student.
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References:

About Western. (n.d.). Retrieved February 02, 2017 from http://www.wwu.edu/about/

Campus Recreation Services. (n.d.). Retrieved February 03,2017 from

https://wp.wwu.edu/campusrec/programming/

Belch, H.A., Gebel, M., & Maas, G.M. (2001). Relationship between student recreation

complex use, academic performance, and persistence of first-time freshmen. NASPA

Journal, 38(2), 254 268.

Gay, L.R., Mills, G.E., Airasian, P. (2012). Educational Research: Competencies for Analysis
and Applications. Upper Saddle River, New Jersey: Pearson Education, Inc.

Forrester, Scott A., (2014). The Benefits of Campus Recreation. Corvallis, OR: NIRSA: Leaders
in Collegiate Recreation.

Huesman Jr, R., Brown, A. K., Lee, G., Kellogg, J.P., & Radcliffe, P. M. (2009). Gym bags

and mortarboards: is use of campus recreation facilities related to student success?

NASPA Journal, 46:1, 50-71.

Mertens, D.M, Wilson, A.T. (2012). Program Evaluation Theory and Practice. New York, New

York. The Guilford Press.

Miller, J.J. (2011). Impact of a University Recreation Center on Social Belonging and Student
Retention. Corvallis, OR: Recreational Sports Journal, Volume 35, 117-129.

Ratey, J. J., & Hagerman, E. (2008). Spark: the revolutionary new science of exercise and the

brain. New York: Little, Brown and Company

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Stier, William F.; Schneider, Robert C.; Kampf, Stephen; Haines, Scott G.; and Wilding,

Gregory E., (2005). A Survey of Campus Recreation Directors at NIRSA Institutions:

Activities Emphasized, Student Participation Patterns, Trends and Future Offerings

Contemplated, Kinesiology, Sport Studies and Physical Education Faculty Publications.

Paper 45.

Zarei, Alil, Jafari Siavashani, Fatemeh. (2013). To Assess the Relationship of Students Use of

Campus Recreation Centers on Social Belonging and Retention. Tehran, Iran: Scholars

Research Library, 4 (9):30-36.

Zizzi, Samuel,. Ayers, Suzan F, Watson II, Jack C.& Keeler, Linda. (2004). Assessing

the Impact of New Student Campus Recreation Centers, NASPA Journal, 41:4, 588-630.
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Appendix A: Informal Consent Form

CONSENT TO PARTICIPATE IN RESEARCH
TITLE: Campus Resources Questionnaire
DATE/TIME:
PURPOSE: Our names are Jessica Valley and Sydney Donaldson. We will be distributing a
voluntary questionnaire for you today. We are students in the Adult and Higher Education
program at WWU. We want your permission to question you about your honest thoughts on
WWU resources. We can talk about any concerns or questions you have before you begin the
questionnaire.
RISKS AND BENEFITS: It is important to know about these issues so that programs and
policies can better meet peoples needs. The questionnaire will be filled out, due with your
permission. I will explain how it works and any questions you have about the questionnaire. You
are welcome to stop your participation and withdraw from this questionnaire at any point if you
desire. You do not need to explain to me why you wish to stop. Do you have any questions?
CONFIDENTIALITY: At the end of research we will write a paper about the findings and
make a presentation to my colleagues, professor, and the university. However, your specific
answers will not be presented. Nothing of the questionnaire should identify you. After the
research is completed, I will not bother you.
VOLUNTARY CONSENT: I understand the above statements and what is being asked of me.
I also understand that my participation is voluntary and that I am free to withdraw my consent at
any time, for any reason, without consequence. I will fill out only one of these questionnaires. I
will not fill out another questionnaire at any other different location across campus (Recreation
Center, Student Union, Red Square, Artnzen Hall) On these terms, I certify that I am willing to
participate in this research project.

_________________________________________ __________________
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Participant's Signature Date

_________________________________________ __________________
Investigator's Signature Date

Appendix B: Questionnaire
Directions: Please respond to the following questions by filling in the appropriate response.
Be honest and precise as possible. There will be some questions throughout this
questionnaire where you will be asked to write on the questionnaire form itself.

Please fill in the following information:

How many quarters have you completed? If this is your first quarter, please state 0.

Are you an undergraduate or graduate student?

Do you live on campus in residential housing?

What is your major/minor?

I visit the Recreation Center? 1 2 3 4 5

(1=once a week 2=twice a week 3=
three times a week 4=four times a week
5=5 or more times a week)

For the following questions answer:

(1 = Strongly agree, 2 =Agree, 3 = Unsure, 4 = Disagree; 5= Strongly disagree)

Question 1:
My involvement in Campus Recreation 1 2 3 4 5
services have helped improved my ability to
manage my stress

Question 2:
Participation in activities offered by the 1 2 3 4 5
Campus Recreation Center has increased
my satisfaction with my overall college
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experience

Question 3:
Since my participation at the Campus 1 2 3 4 5
Recreation Center I find myself more
involved in other school activities and
increasing my use of campus resources

Question 4:
My focus in school courses has 1 2 3 4 5
increased since participating at the
Campus Recreation Center

Question 5:
My participation at the Campus Recreation 1 2 3 4 5
center has influenced my decision to stay in
school

Please provide an explanation:

If you attend the Campus Recreation Center, how do you use the facilitys services and
programs? (Aquatics, Climbing Wall, Fitness Classes, Yoga/Dance Studios, Weight & Cardio
Equipment, Gyms, Intramural Teams, Club Teams, Injury Rehabilitation)
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Appendix C: Graphs & Charts

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15 2 25 30 35

Number of Responses

Appendix C: Graphs & Charts P. 2