This study, which was conducted among middle-school students in California, focused on the effectiveness of using innovative strategies for enhancing the classroom environment, students' attitudes, and conceptual development. Six hundred and sixty-one (661) students from 22 classrooms in four inner city schools completed the modified actual forms of the Constructivist Learning Environment Survey (CLES), the What Is Happening In this Class? (WIHIC) questionnaire, and the Test Of Mathematics Related Attitudes (TOMRA). The data were analyzed for the CLES, WIHIC, and TOMRA to check their factor structure, reliability, discriminant validity, and the ability to distinguish between different classes and groups. In terms of the validity of the CLES, WIHIC, and TOMRA when used with middle-school students in California, the factor analysis results attest to the sound factor structure of each questionnaire. The results for each CLES, WIHIC, and TOMRA scale for the alpha reliability and discriminant validity for two units of analysis (individual and class mean) compare favorably with the results for other well-established classroom environment instruments. A one-way analysis of variance (ANOVA) was also calculated for each scale of the CLES and WIHIC to investigate its ability to differentiate between the perceptions of students in different classrooms. The ANOVA results suggest that students perceived the learning environments of different mathematics classrooms differently on CLES and WIHIC scales. In general, the results provided evidence of the validity of these instruments in describing psychosocial factors in the learning environments of middle-school mathematics classrooms in California. The effectiveness of the innovative strategy was evaluated in terms of classroom environment and attitudes, as well as achievement, among a subgroup of 101 students. / Effect sizes and t-tests for paired sample were used to determine changes in classroom environment perceptions, attitudes, and achievement for experimental and control groups. Pretest-posttest differences were statistically significant (p<0.05) for: the CLES scale of Shared Control for the experimental group, the TOMRA scale of Normality of Mathematicians for both the control and the experimental groups, the TOMRA scale of Enjoyment of Mathematics for the experimental group, and the achievement measure for both groups. Also ANCOVA was calculated to determine if differential pretest-posttest changes were experienced by the experimental and control groups in classroom environment perceptions, attitudes, and achievement. The results suggest that there were a statistically significant differential changes for Task Orientation, Normality of Mathematicians, Enjoyment of Mathematics, and achievement between the experimental and control groups. In each case, the experimental group experienced larger pretest-posttest changes than the control group. Overall, a comparison of the pretest-posttest changes for an experimental group, which experienced the innovative strategy, with those for a control group, supported the efficacy of the innovative teaching methods in terms of learning environment perceptions, attitudes to mathematics, and mathematics concept development. The results of simple correlation and multiple correlation analyses of outcome-environment associations for two units of analysis clearly indicated that there is an association between the learning environment and students’ attitudes and mathematics achievement for this group of middle-school mathematics students. / In particular, there is a positive and statistically significant correlation between: Normality of Mathematicians and Student Negotiation, Involvement, and Task Orientation with the individual as the unit of analysis; Enjoyment of Mathematics and all three CLES and three WIHIC scales with the student as a unit of analysis, and for the four scales of Personal Relevance, Shared Control, Involvement, and Task Orientation with the class mean as the unit of analysis. The multiple correlations between the group of three CLES and three WIHIC scales and each of the two TOMRA scales are statistically significant for the individual as a unit of analysis. Overall, the study revealed positive and statistically significant associations between the classroom learning environment and students’ attitudes to mathematics. A two-way MANOVA with repeated measures on one factor was utilized to investigate gender differences in terms of students’ perceptions of classroom environment and attitudes to mathematics, as well as mathematics achievement. A statistically significant but small difference was found between the genders for Student Negotiation and Task Orientation. Female students perceived their mathematics classrooms somewhat more positively than did the male students. There was no statistically significant difference between the genders on achievement and students’ attitudes to mathematics. Qualitative information, gathered through audiotaped interviews, students’ journal, and analysis of students’ work, was used to clarify students’ opinions about the new approach, classroom environment perceptions, attitudes, and conceptual development. / These qualitative information-gathering tools were utilized to obtain a more in-depth understanding of the learning environments (Tobin, Kahle, & Fraser, 1990) and the results of my study (Punch, 1998), as well as insights into students’ perceptions (Spinner & Fraser, 2005). The responses from the students’ interviews and students’ reflective journals from the group that experienced the innovative methods generally suggested that introducing Cramer’s rule as a method for solving systems of linear equations in the middle school can be beneficial and therefore might be considered for inclusion in the middle-school Algebra 1 curriculum more widely in California. Using only quantitative data would not have provided the richness that was derived from using mixed methods (Johnson & Onwuegbuzie, 2004). Therefore, qualitative data obtained from students who experienced the innovative method generally supported the quantitative findings concerning the effectiveness of this method for teaching and learning systems of linear equations.

A sample of 817 Grade 4-5 mathematics students in the diverse school district of Miami-Dade County Public Schools (MDCPS), Florida, USA was involved in an evaluation of the use of hands-on activities in terms of students' achievement, students' attitudes and students' perceptions of the mathematics classroom environment. Other aims included validating generally-applicable measures of classroom learning environments and students' attitudes to mathematics, and investigating associations between the classroom learning environment and the student outcomes of performance and attitudes. The study was conducted in two phases. Phase 1 had a sample of 442 participants and classroom environment was assessed with scales selected from the My Class Inventory, Questionnaire on Teacher lnteraction and Science Laboratory Environment Inventory. Factor analysis provided a degree of support for the factorial validity and internal consistency reliability (using Cronbach's alpha coefficient) for each of five classroom environment scales. Because of the small number of items per scale (15 items in five scales for the My Class Inventory, 12 items in four scales for the Question on Teacher Interaction and 15 items in five scales for the Science Laboratory Environment Inventory) in Phase I, it was not possible to replicate the a priori factor structure of each instrument scale. Scale reliabilities generally were acceptable. Phase 2, involving a sample of 375 Grades 4 and 5 students in four elementary schools, was necessary because questionnaires in Phase 1 had too few items to enable the researcher to establish satisfactory levels of reliability and validity. / The What Is Happening In this Class? (WIHIC) was modified to four scales and 29 questions for use in Phase 2. Factor analysis supported the structure of the WIHIC and internal consistency reliability was satisfactory for two units of analyses, namely, the individual and the class mean. In Phase 1 of the study, differences between an experimental group (that used manipulatives for 60% of the time) and a control group (that used manipulatives for less than 40% of the time), were described in terms of the effect size (magnitude of the difference in standard deviations) and statistical significance for each learning environment, attitude, and achievement scale. Differences between the pretest and posttest for the set of six dependent variables (Student Cohesiveness, Teacher Support, Task Orientation, Cooperation from the WIHIC and Adoption of Mathematical Attitudes and Enjoyment of Mathematics Lessons for the TOMRA) were analyzed in Phase 2 using a MANOVA for repeated measures. Effect sizes were used to describe the magnitude, as distinct from the statistical significance, of prepost changes. In Phase 2, associations between student attitudes and their perceptions of the learning environment were relatively weak for both pretest and posttest data with either the individual or the class mean as the as the unit of analysis. These results were unexpected and are inconsistent with past research, therefore highlighting the need for further research.

Abstract not available

This study was divided into three stages. The first phase of the study aimed to examine factors influencing the students' participation in physical activity. Eight female and male university students participated in the focus group. It was found that the participants' perceived benefits of physical activity were physical, psychological and social. Their perceived barriers to physical activity included both internal and external factors. Peer groups and family were found to be influential factors in the participants' decision to engage in physical activity. The second phase was designed to investigate 1,464 Thai university students' stages of change based on the Transtheoretical model (TTM) in relation to physical activity behavior. Regarding the stages of change, 19.6% of the participants were in the Precontemplation stage, 21.8% in the Contemplation stage, 44.2% in the Preparation stage, 8.9% in the Action stage, and 5.5% in the Maintenance stage. The majority of participants' BMI statuses were normal. There were significant differences in response according to gender and BMI status, gender and stages of change, and BMI status and stages of change. The third study used a pre-post randomized control group design to determine the effectiveness of the TTM-based intervention in improving physical activity behavior among university students. 210 freshman students, who classified in Precontemplation, Contemplation and Preparation stages, were randomly assigned to either experiment or control groups in each stage. The students in the experimental group received an eight-week stage-matched intervention, while the students in the control group participated in physical education activity classes. At the follow-up stage, the students in the experiment group significantly improved their scores compared to the baseline in all of the study variables (Stages of Change, Self-Efficacy, Pros, Cons, and Experiential and Behavioral Processes of Change). It was also found that students in the experimental group had higher improvement in Stages of Change, Self- Efficacy, Pros, Experiential and Behavioral Processes of Change, and perceived fewer Cons to physical activity. There were significant differences found in Processes of Change and Physical Activity Levels across Stages of Change, but not in other variables. The results of this study indicated that stage-matched intervention can be an effective means of increasing participation in physical activity among university students. / Graduation date: 2006

Graduation date: 2003

The purpose of this study was to determine whether Alexander Astin's Theory of Student Involvement could be applied to an academic experience in an overseas setting. Using data collected from the program evaluations of 79 students who had participated in the Oregon University System exchange program in Lyon, France during a five year period, 14 research questions were formulated and their attendant hypotheses were tested. These questions asked about the relationships that existed between pairs of variables from the following list of six: extracurricular involvement, overall program satisfaction, housing satisfaction, residence hall satisfaction, academic achievement, and language level. The hypotheses for variable dyads, which had academic achievement as one of the components, were tested using regression analysis. All other hypotheses were analyzed using the Pearson's chi-square test. A P-value of .05 or less indicated a significant relationship between the two variables of interest. Only one significant finding, that the relationship between extracurricular involvement and language level is not independent, was proven in this study. The cross-tab display associated with the chi-square test for this hypothesis indicated that students in the higher language level group (Direct Exchange) were more involved in extracurricular activities than were the lower language level group (Institute) students. Although not statistically significant, three other findings of interest were discovered. These were: the relationship between extracurricular involvement and overall program satisfaction, the relationship between extracurricular involvement and housing satisfaction, and the relationship between overall program satisfaction and housing satisfaction. Based on this study alone, one could not conclude that Astin's Theory of Student Involvement is applicable in a study abroad program. The researcher suggests several possible reasons for this conclusion and makes recommendations for further research. / Graduation date: 1999

This ethnographic study describes the patterns of decorating in the study rooms of university sorority women. The primary method of data were collection was by means of interviews with sorority members. Observations and photographs of the study rooms of these members supplemented the interviews and provided validation for categorization purposes. A large body of research exists related to the effects and implications of sorority membership. Because much of this research is quantitative, it does not allow for the descriptive type data collected in the context of the culture which may be utilized in a qualitative study. The purpose of the present study was to document the decorating patterns of the informants and to identify cultural values and expressions of individual identity in the decoration of their living spaces. This study contributes to existing research on college student decorating patterns by relating the items used for decorations to cultural and individual values. In addition, it provides a detailed description of how the space in the study rooms is utilized. The data are also evaluated based on demographic information gathered. The results of this study indicated that the members of Alpha Beta sorority expressed certain cultural values by using similar items to decorate their rooms and by exhibiting common ways of using their living space. One of the values expressed by the members in their decorating was that of comfort, both physical and mental. Comfort was demonstrated in conditions such as the degree of tidiness of the room, the color scheme, the photos on display or the level of self expression available to the individual. Examples of identity expression were also evident in these study rooms. Items indicating personal accomplishments, items from personal collections and objects used for hobbies were found in many rooms. Conclusions drawn from this study were first, that the desire to decorate was nearly universal among the members of Alpha Beta sorority. Second, the desire for self expression seemed to be a significant motivation for decorating, although there was evidence of some peer pressure as well. Third, decorating generally, and decorating using a theme, appeared to be a behavior members embraced more readily over time. Interactions over time allowed for the cultural values related to decorating the study room to be acquired. This process is facilitated by the significance of the social network within the sorority culture. This study contributes to an understanding of how cultural and personal values are expressed in the study rooms of sorority women, and by extension, the values that could be expected in other interior environments. / Graduation date: 1999

The purpose of this study was to determine new international students' perceptions of United States professors upon entrance into the university and after two months in class, and if differences in expectations exist between groups of students based on demographic variables. A survey designed to assess these expectations was administered to 81 new international students during the fall 1997 international student orientation sessions. The survey was readministered to respondents of the pre-test after two months to evaluate changes in their perceptions of U.S. professors. During winter term 1998 follow-up interviews were conducted with several students to confirm and expand upon the statistical data. Student responses to 12 of the 25 items changed significantly over time. Significant change occurred on items related to the value of international exchange, cultural adaptation, academic adaptation, and on some non-clustering items. In general, new international students held positive views of professors in the United States on both the pre- and post-tests. Of the demographic variables considered in the research, region of origin yielded the greatest number of significantly different responses between groups. European students generally held more positive views of professors in the United States than did Southeast Asian or East Asian students. Graduate status and prior experience in the United States also affected student response rates to certain items. Gender did not significantly affect response rates. Changes in pre- and post-test response rates indicate that students enter the university with expectations for U.S. professors that somewhat inaccurate. The findings also indicate that demographic variables significantly affect the expectations which new international students have upon arrival. The most effective manner to address these issues is to expand upon the information currently presented to new international students during orientation on topics such as classroom and academic expectations and student-faculty interaction. Addressing different perceptions based on demographic variables would require either multiple sessions to meet the needs of diverse student groups, or sessions which cover the above topics expansively. / Graduation date: 1998

The era of "customer satisfaction" brings students to colleges who are increasingly identifying themselves as customers. Competition among a growing number of institutions and learning organizations is sharpening the desire of institutions to deliver high quality service in order to attract and retain students. Some examples of interactions where service quality may affect satisfaction are accessible and prompt service, knowledgeable assistance and personal attention. The use of the SERVQUAL survey instrument offers a fruitful opportunity for student services managers to assess student satisfaction with service quality. Insofar as satisfaction may affect student desire to attend, retention, and word-of mouth recommendations, colleges should include service quality assessment in their efforts to be accountable for the effectiveness of their services. This study was conducted at a suburban community college, using a cluster sampling methodology, focused on students in college transfer and professional/technical courses. Student expectations and perceptions of service quality in Registration, Financial Aid, Counseling, Career Center and Library services were probed. Data analysis yielded discernible patterns in student satisfaction and dissatisfaction. Students placed less emphasis on the tangible aspects of service quality, such as the appearance of facilities and brochures, and more emphasis on aspects that provide them with reliable services and demonstrate attention to their personal needs. The quality of some Financial Aid services, as well as office hours among all five services, were identified as needing further examination. Some significant differences between male and female respondents, and between Caucasians and Students of Color were found. Because SERVQUAL offers a targeted method of identifying areas that can improve student satisfaction, this strategy offers some direct and perhaps cost-effective ways of implementing action as a result of assessment research. This may make it appealing to other community colleges. Implementation by other community colleges would be helpful in building a database and reference points about student satisfaction with service quality. / Graduation date: 2000

Graduation date: 1995