Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp

Authors

Kathleen Farrand, Arizona State University at the Tempe CampusFollow
Tiffany Wild, The Ohio State UniversityFollow
Margilee P. Hilson, Columbus City School DistrictFollow

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The purpose of this pilot study was to determine students’ self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if self-efficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was used to identify the constructs of self-efficacy before and after the weeklong summer camp. The results suggest that the inquiry-based science camp had a positive impact on junior participants’ academic self-efficacy and did not increase senior participants’ academic self-efficacy.

Recommended Citation

Farrand, Kathleen; Wild, Tiffany; and Hilson, Margilee P. (2016) "Self-Efficacy of Students with Visual Impairments Before and After Participation in an Inquiry-Based Camp," Journal of Science Education for Students with Disabilities: Vol. 19 : Iss. 1, Article 5.
DOI: 10.14448/jsesd.09.0004
Available at: https://repository.rit.edu/jsesd/vol19/iss1/5