Paper Infomation
Validation of A Learning Environment Instrument in Tertiary Foreign Language Classrooms in China
Full Text(PDF, 331KB)
Author: Zheng Li
Abstract: This study validated the College and University Classroom Environment Inventory (CUCEI) in the context of Chinese tertiary education, which has not been investigated before. The research sample included 4617 first-year undergraduate students (116 classes) in two Chinese universities. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Data analysis shows that the CUCEI has robust validity and reliability after six items being deleted. The final solution of the CUCEI performs well for the Chinese sample at tertiary schools, which suggests that the CUCEI is a promising instrument for assessing learning environment at Chinese university, and can be further applied for empirical studies of Chinese higher education.
Keywords: CUCEI; Higher Education; Validation; Learning Environment Instrument; CFA
References:
[1] Bandalos, D. L. (1993). Factors influencing cross-validation of confirmatory factor analysis models. Multivariate Behavioral Research, 28(3), 351-374. doi: 10.1207/s15327906mbr2803_3
[2] Barzdžiukienė, R., Urbonienė, J., & Klimovienė, G. (2010). Creative classroom climate assessment for the advancement of foreign language acquisition. Kalbų Studijos(16), 114-121.
[3] Coll, R. K., Taylor, N., & Fisher, D. L. (2002). An application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a multicultural tertiary context. Research in Science and Technological Education, 20(2), 165-183.
[4] Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
[5] Cudeck, R., & Browne, M. W. (1983). Cross-validation of covariance structures. Multivariate Behavioral Research, 18(2), 147-167. doi: 10.1207/s15327906mbr1802_2
[6] Dorman, J. P. (2012). Classroom psychosocial environment and course experiences in pre-service teacher education courses at an Australian university. Studies in Higher Education, 1-14. doi: 10.1080/03075079.2012.674936
[7] Evans, I., Harvey, S., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kotuitui: New Zealand Journal of Social Sciences Online, 4(2), 131-146. doi: 10.1080/1177083X.2009.9522449
[8] Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272.
[9] Finch, J. F., & West, S. G. (1997). The investigation of personality structure: Statistical models. Journal of Research in Personality, 31(4), 439-485.
[10] Fraser, B. J. (1989). Twenty years of classroom climate work: Progress and prospect. Journal of Curriculum Studies, 21(4), 307-327.
[11] Fraser, B. J. (1990). Individualized classroom environment questionnaire. Melbourne, Australia: Australian Council for Educational Research.
[12] Fraser, B. J. (1991). Two decades of classroom environment research. Educational Environments: Evaluation, Antecedents and Consequences, 3-27.
[13] Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
[14] Fraser, B. J., & Treagust, D. F. (1986). Validity and use of an instrument for assessing classroom psychosocial environment in higher-education. Higher Education, 15(1-2), 37-57.
[15] Fraser, B. J., Treagust, D. F., & Dennis, N. C. (1986). Development of an instrument for assessing classroom psychosocial environment at universities and colleges. Studies in Higher Education, 11(1), 43-54.
[16] Gascoigne, C. (2012). Toward an understanding of the relationship between classroom climate and performance in postsecondary French: An application of the classroom climate inventory. Foreign Language Annals, 45(2), 193-202. doi: 10.1111/j.1944-9720.2012.01186.x
[17] Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious Solitude: A child x environment model. Developmental Psychology, 42(6), 1179-1192.
[18] Gerbing, D. W., & Hamilton, J. G. (1996). Viability of exploratory factor analysis as a precursor to confirmatory factor analysis. Structural Equation Modeling: A Multidisciplinary Journal, 3(1), 62-72.
[19] Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45(1), 83-93.
[20] Gorsuch, R. L. (2013). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
[21] Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-243.
[22] Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 76-99). Thousand Oaks, CA: Sage.
[23] Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi: 10.1080/10705519909540118
[24] Joiner, K., Malone, J., & Haimes, D. (2002). Assessment of classroom environments in reformed calculus education. Learning Environments Research, 5(1), 51-76. doi: 10.1023/A:1015635122875
[25] Logan, K. (2007). Should computing be taught in single-sex environments? An analysis of the computing learning environment of upper secondary students. Educational Studies, 33(2), 233-248.
[26] Logan, K., Crump, B., & Rennie, L. (2006). Measuring the Computer Classroom Environment: Lessons Learned From Using a New Instrument. Learning Environments Research, 9(1), 67-93. doi: 10.1007/s10984-005-9004-2
[27] MacCallum, R. C., Roznowski, M., Mar, C. M., & Reith, J. V. (1994). Alternative strategies for cross-validation of covariance structure models. Multivariate Behavioral Research, 29(1), 1-32. doi: 10.1207/s15327906mbr2901_1
[28] Maherzi, S. (2011). Perceptions of classroom climate and motivation to study English in Saudi Arabia. Electronic Journal of Research in Educational Psychology, 9(2), 765-798.
[29] Matsumura, L. C., Slater, S. C., & Crosson, A. (2008). Classroom climate, rigorous instruction and curriculum, and students' interactions in urban middle schools. Elementary School Journal, 108(4), 293-312. doi: 10.1086/528973
[30] Moos, R. H. (1973). Conceptualizations of human environments. American Psychologist, 28(8), 652-665.
[31] Moos, R. H. (1974). The social climate scales: An overview. Palo Alto, CA: Consulting Psychologists Press.
[32] Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
[33] Nair, C., & Fisher, D. L. (1999). A learning environment study of tertiary classrooms. Paper presented at the Western Australian Institute for Educational Research Forum, Fremantle, Australia. http://www.waier.org.au/forums/1999/nair.html
[34] Nair, C., & Fisher, D. L. (2000a). Transition from senior secondary to higher education: A learning environment perspective. Research in Science Education, 30(4), 435-450. doi: 10.1007/BF02461561
[35] Nair, C., & Fisher, D. L. (2000b). Validation and application of a personalised form of a learning environment questionnaire for use in tertiary science classrooms. Paper presented at the Second International Conference on Science, Mathematics and Technology Education. , Taipei, Taiwan,.
[36] Nair, C., & Fisher, D. L. (2001). Learning environments and student attitudes to science at the senior secondary and tertiary levels. Issues in Educational Research, 11, 12-31.
[37] Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling Mahwah, NJ: Lawrence Erlbaum.
[38] Stevens, J. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York, NY: Taylor & Francis
[39] Strayer, F. J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. doi: 10.1007/s10984-012-9108-4
[40] Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson Education.
[41] Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics: International edition. Upper Saddle River, NJ: Pearson Allyn & Bacon.
[42] Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293-302. doi: 10.1016/S0883-0355(97)90011-2
[43] Teodorovic, J. (2011). Classroom and school factors related to student achievement: What works for students? School Effectiveness and School Improvement, 22(2), 215-236. doi: 10.1080/09243453.2011.575650
[44] Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59(6), 414-419. doi: 10.1037/h0026490
[45] Wang, H. (2011). Promoting university English majors's learner autonomy in the Chinese context. Journal of Language Teaching and Research, 2(2), 408.
[46] Zheng, S. T. (2008). New horizon college English online course [Measurement instrument]. Beijing, China: Foreign Language Teaching and Research Press.