Using classroom psychosocial environment in the evaluation of adult computer application courses in Singapore

Abstract

Reviews of past research on psychosocial learning environments show that relatively few studies have involved the use of environment dimensions either as criterion variables in the evaluation computer education programs or with adult learners (in contrast to elementary and secondary school students). This study is distinctive in that it used a learning environment instrument in program evaluation among 250 working adults attending courses in five computer education centres in Singapore. Factor analysis supported a five‐factor structure (Trainer Support, Involvement, Autonomy/Independence, Task Orientation, and Equity) for a learning environment questionnaire, and scale alpha reliabilities ranged from 0.77 to 0.92 with the class mean as the unit of analysis. Generally, students perceived their learning environments favourably in terms of the levels of Trainer Support, Task Orientation, and Equity, and this pattern varied little either between males and females or between younger and older students (with the main exception being that males perceived more Trainer Support and Involvement, while females perceived lower levels of Equity). However, student satisfaction varied between the sexes and between students of different ages. Students reported greater satisfaction in classes perceived to have more Trainer Support, Involvement, and Task Orientation.