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Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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)
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
- 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)
The C L E Q (Waldrip & Fisher, 2000)
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.”
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.”
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Aims of the study
To examine cross-cultural factorial validity of the CLEQ.
To propose tentative culture-specific sets of subscale for further usage.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Data Analysis - 1
Confirmatory Factor Analysis or CFA was first used to test the measurement model of the CLEQ (7 factor oblique model).
The goodness-of-fit indices (AGFI and SRMR) were evaluated for each cultural measurement model.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Measurement Model 7 factor oblique model
GenderEquity
EQU_111
EQU_81
EQU_151
EQU_221
EQU_291
Collaboration
COL_2
COL_9
COL_16
COL_23
COL_30
111111
Deference
DEF_3
DEF_10
DEF_17
DEF_24
DEF_31
111111
Competition
COM_4
COM_11
COM_18
COM_25
COM_32
111111
TeacherAuthority
TEA_5
TEA_12
TEA_19
TEA_26
TEA_33
111111
Modeling
MOD_6
MOD_13
MOD_20
MOD_27
MOD_34
111111
Congruence
CON_7
CON_14
CON_21
CON_28
CON_35
111111
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Result of CFA
Measurement Model(7 factor oblique model)
Culture AGFI SRMR
Singapore
.89 .0736
Indonesia .86 .0817
Philippines
.87 .0880
Australia .88 .0805
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Data Analysis - 2
Two primary types of Exploratory Factor Analysis or EFA - Principal Component Analysis and Maximum Likelihood - were then performed for each cultural data set.
Promax (oblique) rotational method was chosen and 7 factors were extracted.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Result of PCA - Singapore
Pattern Matrixa
.814
.778
.627
.595
.562
.427
.784
.780
.721
.653
.585
.522
.469
.785
.758
.697
.686
.663 .436
.829
.736
.670
.630
.429
.796
.699
.693
.678
.678
.563
.463
.614
.613
.456
.442
EQU_1
EQU_8
EQU_15
EQU_29
EQU_22
COL_9
COM_32
COM_11
COM_25
COM_4
COM_18
DEF_24
DEF_31
CON_35
CON_28
CON_7
CON_14
CON_21
TEA_33
TEA_26
TEA_5
TEA_12
TEA_19
COL_16
COL_30
COL_2
COL_23
MOD_6
MOD_27
MOD_13
DEF_3
DEF_10
MOD_20
DEF_17
MOD_34
1 2 3 4 5 6 7
Component
Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization.
Rotation converged in 7 iterations.a.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Result of PCA - Indonesia
Pattern Matrixa
.755
.752
.748
.734
.606
.575
.456
.779
.758
.701
.666
.496 .461
.811
.757
.710
.686
.636
.722
.667
.617
.559
.746
.626
.482
.677
.618
.417
.749
.692
.451
COM_4
COM_32
COM_11
COM_25
DEF_31
COM_18
DEF_24
COL_2
COL_9
COL_30
COL_16
COL_23
MOD_27
CON_14
CON_7
CON_21
CON_35
CON_28
TEA_5
TEA_33
TEA_19
TEA_12
EQU_22
EQU_1
EQU_8
EQU_15
TEA_26
EQU_29
DEF_3
DEF_17
MOD_13
MOD_6
MOD_20
MOD_34
DEF_10
1 2 3 4 5 6 7
Component
Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization.
Rotation converged in 7 iterations.a.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Result of PCA – Philippines
Pattern Matrixa
.841
.771
.743
.720
.714
.472
.794
.724
.720
.686
.679
.647
.483
.889
.776
.765
.748
.548
.495
.779
.772
.642
.586
.441
.763
.707
.656
.636
.814
.765
.606
.676
.600
.415
TEA_33
TEA_12
TEA_26
TEA_5
TEA_19
MOD_20
COM_25
COM_11
COM_4
DEF_31
DEF_24
COM_32
COM_18
CON_35
CON_14
CON_28
CON_21
CON_7
COL_23
EQU_1
EQU_29
EQU_8
EQU_22
EQU_15
COL_30
COL_2
COL_16
COL_9
MOD_6
MOD_27
MOD_13
MOD_34
DEF_3
DEF_17
DEF_10
1 2 3 4 5 6 7
Component
Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization.
Rotation converged in 7 iterations.a.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Result of PCA - Australia
Pattern Matrixa
.874
.850
.793
.784
.667
.630
.489
.766
.753
.709
.706
.703
.817
.790
.719
.625
.484
.732
.723
.623
.585
.512
.501
.489
.901
.883
.699
.662
.463
.904
.878
.559
.674
COM_11
COM_32
COM_25
COM_4
COM_18
DEF_31
DEF_24
TEA_33
TEA_19
TEA_5
TEA_12
TEA_26
EQU_22
EQU_8
EQU_1
EQU_15
EQU_29
DEF_10
MOD_34
MOD_27
MOD_13
MOD_20
DEF_3
DEF_17
CON_35
CON_14
CON_21
CON_28
CON_7
COL_2
COL_30
COL_16
COL_9
MOD_6
COL_23
1 2 3 4 5 6 7
Component
Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization.
Rotation converged in 8 iterations.a.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Cronbach Internal Consistency
Sub-scales
Singapore
Indonesia
Philippines
Australia
GenderEquity .78 .50 .72 .76
Collabo-ration .73 .74 .61 .72Deference .47 .35 .55 .63Compe-tition .77 .78 .84 .87TeacherAuthority
.72 .57 .84 .79
Modeling .48 .61 .57 .59Cong-ruence .77 .79 .82 .77
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Summary of the findings
Deference and Modeling items intermixed.
Singapore and Indonesia: 2 factors - teacher -conformity and classmate- conformity.
Philippines: 2 factors – teacher-conformity and class members-conformity.
Australia: a single factor – class members conformity.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
Tentative new sets of
subscales
Items def-24 and def-31 may 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-conformity subscale (4 items) for the Philippines, and
- class members-conformity (8 items) for Australia.
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004
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).
Cultural Learning Environment XVII IACCP - Xi’an, August 2nd – 6th 2004