3=kind of agree, 2=kind of disagree, and 1=really
disagree) on a scale related to each of the efficacy statements. This validated instrument was
developed by Jinks and Morgan to identify selfefficacy in the areas of technology, math, and science. Students took this survey scale in the computer lab at the school in which the instruction for
the camp took place. Survey Monkey online software was used and both authors made sure the
instrument was accessible for all students.
During camp, the students participated in
activities that allowed them to explore the concepts of biodiversity and ecosystems. The first
day, students dissected owl pellets, talked about
the food web, and started to research animals
that were endangered. The next three days were
full of field trips. Students visited The Wilds, The
Columbus Zoo, Ohio Wildlife Center, and The
Ohio State University Wetlands. Each field trip
site provided hands-on learning for the students
and expert discussions on issues in biodiversity
and ecology. The last day, they presented their
online research about the animals they began
studying on the first day.
The authors compared the answers from
the survey before and after camp to determine if
a change in efficacy was made. The survey results were looked at in terms of three themes - effort items, talent items, and context items. These
themes were identified based on the content of
the questions the students were asked using the
MJSES. The mean scores for each question
were calculated according to theme for the presurvey results and the post-survey results, as well
as the overall mean scores for the three themes.
The means were calculated by adding the sums
of the answer responses using the number that
corresponded with the answer choices from the
Likert scale. The sum for each question was then
divided by the total number of students that answered each question. Then, the authors looked
23
