the c l e q (waldrip & fisher, 2000)

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)


- 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)


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 examine cross-cultural factorial validity of the CLEQ.

To propose tentative culture-specific sets of subscale for 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 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.


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


Result of CFA

Measurement Model(7 factor oblique model)

Culture AGFI SRMR

Singapore

.89 .0736

Indonesia .86 .0817

Philippines

.87 .0880

Australia .88 .0805


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.


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.


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




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




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




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


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.



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.



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-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.


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).

the c l e q (waldrip & fisher, 2000)

Documents

iaccp xian

classroom learning environment

cultural measurement

female students

confirmatory factor

data analysis

secondary students

cleq itemsteacher authority