Issuu

LEARNING

OUTCOMES REPORT

Index

Creating more meaningful programs Programs learning outcomes evaluation

Envoys Pedagogical Model

Methodology Measuring Instrument Population Survey Implementation Answering Choices and Data Gathering Results Tabulation

results 15 General High School findings by area 16 Specific Perceived Competence Empathy Internal Locus of Control Peer Relationships Teamwork Environmental Awareness Social and Cultural Awareness Enriched Learning

20 Looking ahead

At Envoys we are committed to measuring and reporting the effect that our programs have in studentsâ€™ expected learning outcomes. We profoundly believe that the best way to create more meaningful experiences is by investigating what students are learning during each program.

Because we are convinced that these type of programs represent one of the most valuable experiences of out of school education, in 2009 we began working with the American Camp Association and the International Camping Fellowship in the research process to develop tools that allow program administrators to find out what the learning outcomes of their programs were. These efforts have lead us to design the tools used to measure the four Pedagogical Pillars that frame each one of our programs.

For many years experiential education programs have been an important aspect in schools curriculums, but there has been a lack of structured initiatives directed to measuring the learning associated with the experience. While it is commonly accepted that students experience significant learning that becomes apparent when they come back, there are very few tools that allow us to measure the impact produced. This study represents an effort to keep recording rigorous data to assess this important pedagogical aspect of our studentsâ€™ lives.

Envoys programs can rely on a scientific instrument that measures the pedagogical effects that the program is having in students and allows the school to create follow-up plans to improve year after year on the desired outcomes.

Envoys instructors were there 24/7 to guide us and help us, encouraging our learning opportunities from early morning hikes to group sessions before bed. I learned how to be a responsible global citizen and I am truly thankful for this experience. Katie Envoys student

Every Envoys program is designed and planed with our Pedagogical Model framework to ensure that all the efforts are targeted on the generation of skills and competencies in students. By taking the most relevant aspects out of different pedagogical models of proven effectiveness such as the 21st Century Skills, Multiple Intelligences and Experiential Education, Envoys aligns the best of the formal classroom education world (CIA) and the experiential education world (REM) to promote our four Pedagogical Pillars: Positive Youth Development, Environmental Awareness, Social and Cultural Awareness and Enriched Learning. 6

The best of two worlds The formal classroom education world

The experiential education world

Curriculum

Retention

Improved curriculums that define the contents and experiences the program offers to students travelling.

Students traveling in unfamiliar contexts have heightened recall of the experiences.

Intentionality

Engagement

Clear and specific learning outcomes that students need to accomplish through experience.

While in the field, students are engaged with and responsive to the environment around them.

Assessment

Mentorship

Rete

ial Aw and ar Cu en lt es ur s a

So c

Cur r i

Assessmen

v Aw iron ar me en n es tal s

hip

S ex tud pl en or ts e d an ev d e ne co lop w nfi w th de illin in n g gs ce n . in ess try to in g

y th . pa ers em oth ve r ng ki ha t fo or ial, ts ec w n e sp in oc s ud re rt t s nd St nd fo en rou r a m co iffe ckg n ith op d ba ig w fe el orm ic v re te li h f fo ora s of de le et e ts op nd or ab lk en pe a pl oll wa ud h re ex d c nt e s St wit ultu ta an fer c en ies dif d t i u St un from m m le co eop p

Mentor s

S en tud vi en ro ts nm g en ain t a re St nd sp u du de ou ec ty nts r p t fo to u la r t to a n ce he w ct de ar r rs in ds es ta it p na o nd tu nsi th re bl e y

REM

CIA REM

S na tud tu en r t th e a s in e nd te en l ra vi ea ct ro rn w nm a ith en bou t t

on nti

OPEN MINDS

g in . ng ts le en l a m St ch iron to ude rm v ex nt fr o en s n en plo in Pe ig jo re cre ts fore ym se a n St e n ud en lf-d se er ud i t o ire wil st St sks re entin foreign Students perform fo challenging tasks f l ct lin s s ta ea io gn fo ea co to ge re rc n e n rn n, es bl ha ig h du in an s a a c n n in c g l l rld d d e e t co nv ch m fe gfu wo th m ir al ea s in e t ei m on le n n an th e n r i re un me gi ng ud e in su ica n ng fu St m l lts te ts

agement Eng

ric

Pedagogical Pillars

Students are open and receptive to guidance and mentoring form adults during their travel experience.

of s es e oc tiv pr c e ffe th r e nd fo ta e rs dg n. de wle tio un o ac ts kn en ing ud ild St bu

CIA

Int

onal it enti y

um cul

Po De siti ve ve lo Yo pm ut en h t

Specific methodologies to assess the degree of accomplishment that students are having with respect to objectives.

Envoys has compiled a set of surveys based on the American Camp Association Youth Outcomes Battery and the ACA/ICC International Camp Outcomes Project in which Positive Youth Development, Environmental Awareness, Social and Cultural Awareness and Enriched Learning pillars are measured. The measuring instrument is made up of three surveys that are used to address specific needs of each section of the school. Each one of the questions asked in the surveys inquires about studentâ€™s self perception at the time they are answering the evaluation and answers are marked on likert scales. The counseling department implemented the Pre survey four weeks prior to the departure of the trip and Envoys staff members implemented the Post survey at the end of the trip. 8

It is made up of a Pre and a Post survey, each one of them divided in 55 questions and 7 sections: Teamwork, Perceived Competence, Peer Relationships, Social and Cultural Awareness, Environmental Awareness and Enriched Learning. Each section has between 7 and 9 questions depending on the area being measured. Additionally, there are 2 sections in the Post Survey that analyze Internal Locus of Control and Empathy.

Empathy Did the field trip experience help students to recognize emotions felt by others and undertake consequent actions?

Teamwork Did the field trip experience help students to be more effective when working in groups of their peers?

Environmental Awareness

Perceived Competence

Did the field trip experience help students understand the natural world and the responsibility they have on protecting the environment?

Did the field trip experience help students believe that they can be successful in the things they do?

Peer Relationships

Social and Cultural Awareness

Did the field trip experience help students become better at interacting with their classmates and building relationships based on respect and inclusion?

Did the field trip experience help students understand and value social and cultural differences, and the importance of community work?

Internal Locus of Control Did the field trip experience help students believe that everything that happens to them originates from their own actions?

Enriched Learning Did the field trip experience help students to enrich their academic learning by transferring skills, exploring concepts, learning by doing and self-directing their learning?

I disagree with the statement “Disagree a lot” I partially disagree with the statement “Disagree a little” I partially agree with the statement “Agree a little” I agree with the statement “Agree a lot” “We are interested in finding out what do you think today about each one of the statements that this survey asks about.

Please think carefully about each of your answers. It is very important to be accurate. No answers are right or wrong. This survey is anonymous and will assist the counseling department with HS programs. Please respond what you actually think for each question.”

Please carefully read each question and then fill in the circle that shows if and how much do you agree with each one of the given statements. As you will see, each of your responses will be one of the following: 10

I disagree with the statement “Disagree a lot” I partially disagree with the statement “Disagree a little” I partially agree with the statement “Agree a little” I agree with the statement “Agree a lot” Please think carefully about each one of your answers. It is very important to be accurate. No answers are right or wrong. Please respond what you actually think for each question”.

“We are interested in finding out the ways, if any, that you believe that you have changed as a result of participating in this field trip. Knowing the ways that students have changed will help us make the programs better for next years. Please carefully read each question and then fill in the circle that shows if and how much you believe your experience as a student changed you in terms of that statement. As you will see, each of your responses will be one of the following:

The answer choices to each one of the questions of the survey were given on the likert scales that can be seen in figure 1 and a value was assigned to each one of these options to make a statistical analysis of the data. The assigned values to each option are described on table 1.

Assigned values are important because results are based on the average of the answers given by each student for the different measured areas. For a detailed description on the psychometric testing made to assure that the American Camp Association Youth Outcomes Battery and the ACA/ICC International Camp Outcomes Project in which this survey is based are valid please see Annex 1.

1. Becoming better at playing soccer.

Did not Decreased increase or decrease

Disagree a lot

Increased Increased Increased a little bit, some, I am a lot, I maybe sure am sure

Disagree a little

1. I am good at playing soccer.

I Agree a little

Agree a lot

The best thing was being able to apply what we learned into our actual trip. We learned about being empathic towards new communities, and then we were able to experience it first hand.

General Results show overall high improvements in the seven areas measured. Being able to look at a Pre and Post survey provides a clear positive difference between what students perception is before participating on an Envoys program and once they come back. When analyzing general results obtained by high school students in each area, Affinity for Exploration is the one where the highest average results can be seen in the pre and post surveys showing significant levels of development and change attributed to the

experience. Peer Relationships is the area where the highest change can be attributed to the program. Students report on average 3.29 on the Pre and 3.46 on the Post, showing an average positive difference of 0.17 points. Also, it stands out that in Environmental Awareness there is a positive change of 0.11 points on average, being the one with the second most significant difference.

Answers on average Answers on average Answers on average

3.70 3.61

3.60 3.50 3.40 3.30

3.40 3.30 3.32

3.20

PRE

3.44

Colombia Peru Ecuador

3.34

POST

3.55 3.51 3.50

Boy

3.44

3.45 3.42

3.40 3.35 3.30

3.36

PRE

3.60

POST

3.57

3.50

3.48

3.40 3.30 3.20

Girl

3.36 3.26

PRE

POST

YES NO

Teamwork

When analyzing the difference between gender, boys report higher changes after coming back from an Envoys program. Also, girls show higher levels of teamwork skills development when looking at the pre and post. Students that belong to a Student Organization report higher levels of development on their teamwork skills, and students that do not belong show that an Envoys program helped them develop teamwork skills more than the ones who do.

Answers on average Answers on average Answers on average

3.60 3.56 3.50 3.45 3.40

3.44 3.42

Colombia Peru Ecuador

3.39 3.35

3.30

PRE

POST

3.55 3.51 3.50 3.45

Boy 3.44

3.42

3.40 3.35 3.30

Girl

3.36

PRE

POST

3.60

3.50 3.49

3.50 3.43

3.40 3.34 3.30

PRE

POST

YES NO

Perceived competence

Girls report a higher change than boys when analyzing what they were perceiving before going to the trip and what they perceive once they came back from the trip. The report given by students who belong to a students organization show no change on their perceived competence abilities, compared to an increase shown by the ones who do not belong to an organization.

Answers on average

3.70 3.61

3.60 3.50 3.40

3.45 3.37

3.38

Colombia Peru Ecuador

3.30 3.28 3.20

3.24

PRE

POST

Answers on average

3.70 3.61

3.60 3.50

Boy

3.46 3.40 3.30

3.32

Girl

3.54

YES NO

3.20 3.15 3.10

PRE

POST

3.60 3.50 3.40

3.40

3.41

3.30 3.20

3.23

PRE

POST

Peer relationships

When analyzing results by gender, boys and girls report on average increases in their peer relationships skills. However boys report higher changes compared to girls. On average, students that belong to a school organization and the ones that do not report significant increases on their peer relationships skills development.

Answers on average

3.70 3.60

3.60

3,32

3.50 3.40

3.37

3.33

3.30 3.20 3.10

Colombia Peru Ecuador

3.24 3.14

PRE

POST

3.70 3.60

Boy

3.55

3.49

Girl

3.40 3.30 3.20

3.30

3.23

PRE

POST

3.70 3.60 3.50 3.44 3.40 3.30

3.30 3.20

3.21

PRE

POST

YES NO

Environmental awareness

On average, girls report significant increases on their environmental awareness when comparing their results before attending the trip and after coming back. Boys do not show changes on this area. Students that do belong to a Students Organization show on average higher significant changes on their environmental awareness report than the ones who do not.

Answers on average

3.80

3.76

3.70 3.60

3.60 3.50

3.51 3.50

3.49

Colombia Peru Ecuador

3.46

3.40 3.30

PRE

POST

Answers on average

3.90 3.80 3.70

3.79 3.67

Boy

3.60

Girl

3.50 3.44 3.40 3.36 3.30

PRE

POST

3.60 3.50 3.40

3.54 3.50

3.50

3.43

3.30 3.20

PRE

POST

YES NO

Social and cultural awareness

Girls and boys show improvements after coming back from the trip, however girls have higher levels of development when compared to boys. No matter if students belong to a students organization or if they do not, on average, both groups report increases on their social and cultural awareness.

Answers on average

3.70

3.60 3.50 3.40 3.30

3.48

3.49

3.39 3.35

3.39

Colombia Peru Ecuador

3.20 3.10

PRE

POST

3.70 3.60

3.59

Boy

3.42

Girl

3.50 3.44 3.40

3.38

3.30 3.20

PRE

POST

3.70 3.61

3.60 3.50

3.52 3.44

3.40 3.30 3.20

3.34

PRE

POST

YES NO

Enriched learning

Girls show higher changes when compared to boys and their overall results show that their level of development on Enriched Learning is higher. Students that do not belong to a student organization report similar increases than the ones who do belong.

Answers on average

3.80

3.80 3.70 3.60

3.76

3.74

3.70

3.61 3.60

3.50

Colombia Peru Ecuador

3.40 3.30

PRE

POST

Answers on average

3.90 3.86 3.80 3.70

3.76

Boy

3.60 3.50

3.56

3.54

Girl

3.40 3.30

PRE

POST

3.80

3.80 3.70 3.60

3.73 3.62

3.60

3.50 3.40

PRE

POST

YES NO

Affinity for exploration

Affinity for exploration skills change in girls shows an overall increase and in boys there is an overall decrease. The report given by students that belong to a students organization shows overall increases while the ones who do not show minimum changes after the trip.

On average, girls report significant increases in each one of the areas measured. Also, when analyzing the level of development, girls report higher levels compared to boys. There is a consistent higher level of development in all areas between students that belong to a student organization compared to the ones that do not. Also,

students that belong to a student organization report on average higher gains after the programs. When looking at the general results it stands out that Peer Relationships is the area where, on average, the highest increases are reported. Also, affinity for exploration is where students show the highest levels of development when compared to the other 6 areas. 30

The Learning Outcomes Evaluation has been a key component of Envoys programs. It represents a clear mechanism to gather relevant information and make thorough analyses of the programs on the last three years. Once again, results of the survey answered by the students who attended an Envoys program are outstanding from any point of view. Analyzing the information reported by students in every field reflects that the program has a major impact on studentâ€™s development and educational process. This year the evaluation method has taken major steps towards a more detailed assessment system. On the one hand we have included two new instruments in the Middle School evaluation with which we were able 32

to know how much did the field trips developed students Internal Locus of Control and their Empathy. On the other hand, we designed a pre and post survey that was implemented to high school students attending to the trips. Also, working together with schools has been a crucial component on the development of new ways to collect hard data that supports the importance of envisioning Envoys programs as part of the formal curriculum at a school. At Envoys we will continue to make efforts on the creation of more and better ways to assess programs.

dence to an entire school community the enormous pedagogical value behind the Envoys program. The fact that a school partners with Envoys has meaningful learning potential with a direct impact on the academic and social performance of students. Finally, this report confirms the value of being partners in the process of planning, implementing and evaluating these programs. Such a partnership is a crucial element that allows Envoys to complement a schoolâ€™s mission, by designing programs that target a schoolâ€™s vision and purpose.

The results of these evaluations can be an imperative to use as a tool. They are evi33

Some individuals may be interested in the statistical details behind these questionnaires. The following information, while a bit detailed, may be helpful to individuals who must document the strength and appropriateness of these outcome questionnaires. The following points highlight the construction and testing of the questionnaires: 1. A classical test theory foundation (e.g., DeVellis, 2003; Nunnally & Bernstein, 1994; Suen, 1990; Cronbach, 1990) was used in the four phases of this study: (1) identification of target outcomes, (2) operationalization of those outcomes, (3) data collection, and (4) data analysis and interpretation. The questionnaires went through rigorous psychometric testing during the pilot testing phase (summer 2006) through the partici-

pation of eleven camps and a total of 791 campers. Psychometric evaluation included examination of the internal structure (reliability, item-to-total correlations, inter-item correlations) of the individual instruments as well as cross-structure analysis (intercorrelations among scale scores and correlations between scale scores and age) 2. Analysis of data supported the position that the Camper Learning survey can appropriately used as a unidimensional measure of generalized camp learning. The alpha reliability coefficient was .85. Item-to-total correlations ranged from .29 to .61. Thirteen of the 14 coefficients exceeded .40, and eight of those exceeded .50. Random effects analysis of variance revealed no significant â€œinterviewerâ€? variance. 34

3. Data from the Basic Camp Outcomes Questionnaires suggested that this format worked well. All reliability coefficients exceeded .90, and all item-to-total correlations were greater than .50. The final versions of each of these seven scales include 6-14 items and are scored on five point rating scales.

change) include 6-13 items and are scored on six point rating scales. http://www.acacamps.org/members/outcomes/statistical-information Recovered on April 15 2013.

4.The Detailed Camp Outcomes Questionnaires format also worked very well. The change versions produced alpha reliability coefficients ranging from .87 to .93, and six of the seven alpha coefficients for the perceived status measures were above .80. Criterion related evidence of validly based on the matrix of correlations among the scale scores supported the use of these scales for their intended purpose. The final versions of each of these seven scales (status and 35

Please read these instructions before proceeding. We are interested in finding out the ways, if any, that you believe that you have changed as a result of participating in our programs. Knowing the ways that students have changed will help us to continue to improve our work. Please carefully read each question and then fill in the circle that shows if and how much you believe the experience has changed you in terms of that statement. As you will see, each of your responses will be one of the following:

My skill or ability in this decreased “Decreased” My skill or ability did not increase or decrease on this “Did not increase or decrease” My skill or ability increased a little bit, maybe “Increased a little bit, maybe” My skill or ability increased some on this, I am sure “Increased some, I am sure” My skill or ability increased a lot on this, I am sure “Increased a lot, I am sure”

For example, the student below thought that her skill or ability to play soccer did not increase or decrease.

Decreased

Did not increase or decrease

Increased Increased Increased a little bit, some, I a lot, I maybe am am sure sure

1. Becoming better at playing soccer.

Please think carefully about each of your answers. It is very important to be accurate. No answers are right or wrong. Please respond truthfully for each question.

How much, if any, has your changed you in each !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

1.!

Placing!group!goals!above!the!things! that!I!want!

2.!

Working!well!with!others!

3.!

Helping!others!succeed!

4.!

Cooperating!with!others!

5.!

Being!helpful!in!small!groups!of!kids! my!age!

6.!

Helping!a!group!be!successful!

7.!

Supporting!a!group!when!they!have! selected!an!activity!that!I!donâ€™t!want! to!do!

8.!

Appreciating!opinions!that!are! different!from!my!own!

r experience in this program of the following ways? !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

9.# 1.! Wanting#to#meet#new#people# Placing!group!goals!above!the!things! that!I!want! 10.# Looking#forward#to#learning#new# 2.! activities# Working!well!with!others!

O# O!

11.# 3.! Wanting#to#learn#more#about#new# Helping!others!succeed! ideas#

O! O#

4.! Cooperating!with!others! 12.# Enjoying#getting#to#know#new#people#

O! O#

5.! Being!helpful!in!small!groups!of!kids! 13.# Wanting#to#travel#to#places#that#I# my!age! have#never#been#before#

O! O#

6.! Helping!a!group!be!successful! 14.# Wanting#to#do#new#things#

O! O#

O# O!

7.! Supporting!a!group!when!they!have! 15.# Wanting#to#think#about#new#things# selected!an!activity!that!I!donâ€™t!want! to!do! 16.# Wanting#to#visit#places#that#are# 8.! different#from#where#I#live# Appreciating!opinions!that!are! different!from!my!own!

How much, if any, has your changed you in each !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

17.!!!!Being!good!at!thinking!of!new! things!to!do!in!my!free!time!

18.! Being!good!at!understanding!new! information!

19.! Being!good!at!doing!recreation! activities!

20.! Being!good!at!doing!recreation! activities!with!other!people!

21.! Being!good!at!meeting!new!people!

22.! Being!good!at!taking!care!of!myself!

23.! Being!good!at!learning!new!things!

r experience in this program of the following ways? !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

O$ O!

25.$ 2.! Recognizing$strengths$in$my$ Working!well!with!others! classmates.$ 3.! Helping!others!succeed! 26.$ Recognizing$and$respecting$ 4.! weaknesses$in$my$classmates.$ Cooperating!with!others!

O! O$

O$ O!

27.$$Willingness$to$help$others.$ 5.! Being!helpful!in!small!groups!of!kids! my!age! 28.$ Understanding$others$fears$and$ 6.! feelings.$ Helping!a!group!be!successful!

O$ O!

24.$$$$Recognizing$feelings$experienced$by$ 1.! Placing!group!goals!above!the!things! others.$ that!I!want!

29.$ 7.! Communicating$my$opinions$and$ Supporting!a!group!when!they!have! thoughts$assertively.$ selected!an!activity!that!I!donâ€™t!want! to!do! 30.$ Integrating$with$people$different$ 8.! from$my$close$friends.$ Appreciating!opinions!that!are! different!from!my!own! 31.$ Integrating$people$that$do$not$ belong$to$my$group$of$friends.$ 32.$ Working$with$peers$that$I$donâ€™t$work$ with$very$often.$$

How much, if any, has your changed you in each !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

33.!!!Reducing!the!impact!I!produced!on! the!environment!

34.! Understanding!the!impact! produced!by!humans!on!the! environment!!

35.! Taking!care!of!the!fauna!and!flora!

36.! Disposing!of!waste!properly!

37.! Consuming!water!and!energy! responsibly!

38.! Feeling!comfortable!being! outdoors!

39.! Being!environmentally!aware!

r experience in this program of the following ways? !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

40.$$$Valuing$people$of$different$social,$ 1.! Placing!group!goals!above!the!things! ethnic$and$cultural$backgrounds$ that!I!want!

O! O$

2.! Working!well!with!others! 41.$$$Feeling$comfortable$interacting$with$ people$of$different$social,$ethnil$and$ cultural$backgrounds$ 3.! Helping!others!succeed!

O! O$ O!

42.$ 4.! Feeling$comfortable$working$with$ Cooperating!with!others! people$of$other$social,$ethnic$and$ 5.! cultural$backgrounds$ Being!helpful!in!small!groups!of!kids!

O! O$

O$ O!

7.! Supporting!a!group!when!they!have! 44.$ Understanding$the$value$of$ selected!an!activity!that!I!donâ€™t!want! volunteer$work$ to!do!

O! O$

45.$ 8.! Understanding$the$ways$of$living$of$ Appreciating!opinions!that!are! different$communities$$ different!from!my!own!

O$ O!

46.$ Identifying$contrasts$between$social$ classes$and$understanding$the$ challenges$of$inequality$$

47.$ Identifying$strengths$and$weaknesses$ of$the$communities$visited$

my!age! 43.$ Being$good$at$working$with$people$of$ 6.! other$social,$ethnical$and$cultural$ Helping!a!group!be!successful! backgrounds$

How much, if any, has your experience in this program changed you in each of the following ways? !

Decreased!

Did!not! increase!or! decrease!

Increased!a! little!bit,! maybe!

Increased! some,!I!am! sure!

Increased!a! lot,!I!am!sure!

48.!!!Learning!things!by!myself!without! adult!guidance!

49.! Learning!from!people!that!are!not! my!teachers!or!parents!

50.! Enjoying!the!process!of!learning!!

51.! Learning!by!participating!in! activities!and!projects!

52.! Identifying!different!approaches!to! learning!!

53.! Relating!concepts!learned!in!my! classes!with!the!experience!lived!in! the!program!

54.! Acquire!knowledge!that!I!can!apply! in!my!classes!at!school!

55.! Applying!the!learning!from!my! school!work!to!real!live! experiences!!

Additional information 56. What activity did you like the most? ____________________________________________________________________ ______________ 57. What activity did you like the least? ____________________________________________________________________ ______________ 58. Of all the places that we visited which one did you like the most? ____________________________________________________________________ ______________ 59. What was your favorite meal of the trip? ____________________________________________________________________ ______________ 60. Was this trip your first time in this destination? _____ yes _____ no 45

61. Are you a girl or a boy? _____ boy _____ girl 62. How old are you? _______ years old 63. Where were you born? (Mark with an X) ___ US / Canada. ___ Latin America ___ Asia. ___ Europe. ___ Other _______________________ 64. For how many years have you attended your present school? (Mark with an X) ___ 5 years or more ___ 3 to 4 years ___ 2 years ___ 1 year or less 65. What grade are you in? _______ 66. Do you belong to any athletic team in your school? ___ Yes. ___ No.

Thank you!