Determining how livestock SAEs impact student self-efficacy in completing skills associated with animal science

The purpose of the study was to determine if students who had a livestock SAE project had a greater level of self-efficacy in completing the tasks and skills animal science industry experts expect students to learn in high school animal science courses than students without a livestock SAE project. The study was descriptive and utilized students enrolled in animal science-related courses as the sample for the study. Surveys and consent form packets were distributed to agricultural science chapters across the state of Texas and all students enrolled in animal science courses were asked to participate. The survey contained two sections with a total of 51 items. A total of 167 students responded resulting in a response rate of 20.48%. Students with a livestock SAE project reported higher mean self-efficacy scores for all 47 livestock skills included in the study. Students reported higher self-efficacy in completing specific skills for every skill directly related to the species of SAE project they had. There was also a positive relationship between student self-efficacy and the number of years they had a livestock SAE project for every skill included in the survey. Overall, students with a livestock SAE project were more self-efficacious than students who did not have a livestock SAE project.