Classroom psychosocial environment and course experiences in pre-service teacher education courses at an Australian university

Abstract

Research linking university students' perceptions of their classroom environment and course experiences was conducted in one Australian university. A sample of 495 students responded to the College and University Classroom Environment Inventory (CUCEI) and the Course Experience Questionnaire (CEQ). Multilevel regression analyses revealed that several CUCEI scales were significant predictors of CEQ scales. Overall, task orientation was the most potent predictor of all five CEQ scales: clear goals and standards, generic skills, good teaching, appropriate workload and appropriate assessment. Improvements in the classroom environment were linked to more positive course experiences which are being taken as indicators of institutional performance. It is recommended that more attention be paid to classroom environment in colleges and universities.