Constructing instruments assessing students perceptions of learning environments: considering context

Perceptions of learning environments as influencing learning outcomes have been widely explored in the past decades (Entwistle & Peterson, 2004). Particularly, students’ perceptions about their teachers as well as their courses seem to affect students’ performances (Nolen, 2003). So, perceptions are considered to be a major factor determining learners’ outcomes (Waldrip, Fisher, & Dorman, 2009). In general, perceptions have been monitored by using questionnaires. In the early stage of this research, Anglo-Saxon questionnaires were used. The perceived teachers’ goals scale provided data related to students’ perceptions of teachers (Nolen and Haladyna 1990a,b; Nolen, 2003). The students’ perceptions to Numerical Programs Scale (SPONPS) was used to measure students perceptions of the course (Osiki, Mushonga, & Jibola 2009). To assess French speaking students, the back-translated process was used for the two English questionnaires. Analyses revealed low internal consistency for both questionnaires. All of alpha values were less than the recommended .70 for each scale (.54 and .49) and their respective subscales. Because of the observed inconsistency, factor analysis was performed to determine underlying structure. The original factor structure could not be retrieved. In fact, students have shown many inconsistencies in their responses. It might be that the meaning of words used in questionnaires does not correspond to the Congolese students’ reality. Thus, instead of showing particularities of this context, results showed inconsistencies. The length of items may have strongly affected students’ responses. Given these outcomes, it seemed indicated to construct context-specific instruments (Richardson, 2004). In view of the elaboration of such instruments there was a need for an in-depth understanding of the context specific perceptions. Hence, interviews have been done as the basis for identifying critical features of students’ perceptions. Based on students’ utterances, two questionnaires were constructed. Cognitive interviews were used to assess students’ interpretations of every statement. In accordance with students’ interpretations, items were revised. Hence, the instruments have been completed by 153 first year students in psychology. The results have shown acceptable consistency with Cronbach alpha values of .72 for perception of teacher as a whole. When we consider the two scales (negative and positive perception) with respectively 16 and 27 items, Cronbach values of .80 and .88 were found. On the other hand, the perception of course instrument has an alpha value of .70 as a whole after deletion of two items. So, its respective scales (negative perception and positive perception) composed of 12 and 6 items have .71 and .89 of alpha Cronbach values. In this light, it seems essential to mention that the two questionnaires are a context-specific basis for research on perceptions. Furthermore a real plus of these instruments is their short items written in “easiest French”. Importantly, they assess more than one aspect. So, perceptions of teacher for instance monitor teacher pedagogical and scientific knowledge and also personality traits. On the other hand, the perceptions of course evaluate the usefulness of the content in the department, in the professional and daily life.status: publishe