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The C L E Q (Waldrip & Fisher, 2000). Cultural Learning Environment Questionnaire To assess culturally sensitive factors of the classroom learning environment (in Australia).
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The C L E Q (Waldrip & Fisher, 2000) • Cultural Learning Environment Questionnaire • To assess culturally sensitive factors of the classroom learning environment (in Australia). • Hofstede’s cultural dimensions (individualism, masculinity-femininity, power distance, and uncertainty avoidance)
The C L E Q (Waldrip & Fisher, 2000) • 7 subscales (gender equity, collaboration, deference, competition, teacher authority, modeling, congruence) • 5 items for each subscale (altogether 35 items) • A five-point Likert scale ranging from 1(disagree) to 5 (agree)
Examples of the CLEQ Items • Gender equity: “I feel that male students are just as capable as female students in all class activities.” • Collaboration: “I like working in groups.” • Deference: “I try to say what I think the teacher wants rather than give my own opinion.” • Competition: “I like to compete against the other students.”
Examples of the CLEQ Items • Teacher Authority: “It is OK for me to argue with teachers.” • Modeling: “I like teachers to show me what to do.” • Congruence: “What I learn in school helps me to do things at home.”
Aims of the study • To examinecross-cultural factorial validityof the CLEQ. • To propose tentativeculture-specific sets of subscalefor further usage.
Participants • 4 cultures:Singapore, Indonesia, the Philippines, and Australia. • 230 year-9 and year-10 secondary students from each culture - Altogether 920 subjects. • Male and female were equally represented in each sample.
Participants Compositions of ethnic backgrounds • Singapore : 230 (100%) Chinese. • Philippines : 230 (100%) Filipinos. • Indonesia: - 204 (88.70%) Native Indonesians - 26 (11.30%) Chinese Indonesians. • Australia: - 162 (70.43%) European Australians - 68 (29.57%) Others.
Data Analysis - 1 • Confirmatory Factor Analysisor CFA was first used to test the measurement model of the CLEQ (7 factor oblique model). • The goodness-of-fit indices (AGFIand SRMR) were evaluated for each cultural measurement model.
Result of CFA Measurement Model (7 factor oblique model)
Data Analysis - 2 • Two primary types ofExploratory Factor Analysisor EFA- Principal Component Analysis and Maximum Likelihood - were then performed for each cultural data set. • Promax (oblique) rotational method was chosen and7 factorswere extracted.
Summary of the findings • Item def-24 - “It is important that I am able to answer all the questions teachers ask me.” • Item def-31 - “It is important to me that I give the right answers to questions in class.” • Both loaded together with the competition items in all cultures.
Summary of the findings • Deference and Modeling items intermixed. • Singapore and Indonesia: 2 factors -teacher -conformityand classmate- conformity. • Philippines: 2 factors –teacher-conformityand class members-conformity. • Australia: a single factor –class members conformity.
Summary of the findings • Item col-23 - “It is important for me to be involved in class discussion.” - is problematic across cultures. • Indonesia: Gender Equity items split into 2 factors teacher-gender equity and classmate- gender equity.
Tentative new sets of subscales • Items def-24 and def-31may be included in the competition subscale (5 or 7 items). • Deference and modeling subscales are substituted by - teacher- and classmate- conformity subscales (4 items each) for Singapore and Indonesia, - teacher-conformity (3 items) and class member-conformitysubscale (4 items) for the Philippines, and - class members-conformity (8 items) for Australia.
Tentative new sets of subscales • Teacher Authority subscale (5 items) and Congruence subscale (5 items) remain the same. • Item col-23 removed from the collaboration subscale. • Gender equity subscale (5 items) remain the same, except for Indonesia – teacher- (3 items) and classmate-gender equity (2 items).
