Singh Falguni, Saini Monika, Kumar Ashish, Ramakrishna Seeram, Debnath Mousumi
Department of Psychology, Manipal University Jaipur, 303007 Dehmi Kalan, Rajasthan India.
Department of Mathematics & Statistics, Manipal University Jaipur, 303007 Dehmi Kalan, Rajasthan India.
Learn Environ Res. 2023;26(2):337-359. doi: 10.1007/s10984-022-09428-8. Epub 2022 Nov 2.
Cross-sectional research was designed using the Dundee Ready Education Environment Measure (DREEM) to examine the impact of the educational environment on students' perceptions of learning and teaching in a university offering higher education. Using a Likert scale, 300 participants from various streams were assessed. There were no disparities in the students' judgments in the five DREEM categories of discipline, accommodation, gender, level of study, and disciplines. In general, students judged that the student-teaching environment was satisfactory. To investigate the validity of the DREEM, we conducted Cronbach alpha analysis and exploratory factor analysis (EFA) employing principal component analysis with varimax rotation. Only 44 of the 50 factors were deemed to be significant, with a cumulative explained variance of 46.539%. The total construct dependability of the EFA nine-factor solutions was 0.954. Finally, only five acceptable factors explained 46.539% variance using the criteria of eigenvalue > 1 and Cronbach's alpha > 0.6. Factor analysis was appropriate as evidenced by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy of 0.942. With a Cronbach alpha of 0.955, the revised first domain of "student perception of learning" was the most trustworthy DREEM item, accounting for 20.19% of the variance. The highest factor loading was for the item "Teaching helps me become a more active learner". A redesigned DREEM might be valuable for assessing the educational environment at institutions providing higher education.
本研究采用邓迪教育环境评价量表（DREEM）进行横断面研究，以考察教育环境对一所提供高等教育的大学中学生对学习与教学认知的影响。使用李克特量表对来自不同专业的300名参与者进行了评估。在DREEM的学科、住宿、性别、学习水平和专业这五个类别中，学生的判断没有差异。总体而言，学生认为师生教学环境令人满意。为了调查DREEM的有效性，我们进行了克朗巴哈α分析和探索性因素分析（EFA），采用主成分分析和方差最大化旋转。50个因素中只有44个被认为是显著的，累积解释方差为46.539%。EFA九因素解决方案的总结构可靠性为0.954。最后，根据特征值>1和克朗巴哈α>0.6的标准，只有五个可接受的因素解释了46.539%的方差。凯泽-迈耶-奥尔金抽样适当性度量值为0.942，表明因素分析是合适的。修订后的“学生对学习的认知”第一个领域的克朗巴哈α为0.955，是最值得信赖的DREEM项目，占方差的20.19%。“教学帮助我成为更积极的学习者”这一项目的因素载荷最高。重新设计的DREEM可能对评估提供高等教育的机构的教育环境有价值。
