Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10327
Title: An Application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a Multicultural Tertiary Context
Contributor(s): Coll, Richard K (author); Taylor, Neil  (author)orcid ; Fisher, Darrell L (author)
Publication Date: 2002
DOI: 10.1080/0263514022000030435
Handle Link: https://hdl.handle.net/1959.11/10327
Abstract: The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students (n = 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed.
Publication Type: Journal Article
Source of Publication: Research in Science & Technological Education, 20(2), p. 165-183
Publisher: Carfax Publishing
Place of Publication: United Kingdom
ISSN: 0263-5143
1470-1138
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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School of Education

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