Assessment of adult student and instructor perceptions of classroom environment: A tool to improve teaching in adult degree completion programs

This study seeks to determine if adult student and instructor perceptions of the actual and preferred psychosocial classroom environments of classes in a business administration degree completion program differ. In addition, the study attempts to ascertain if a significant difference exists between students' perceptions of the actual classroom environment of full time instructors and adjunct instructors. Student and instructor perceptions of the classroom environment are measured by use of Fraser and Treagust's (1986) Classroom and University Classroom Environment Inventory (CUCEI). Consequently, the investigation is grounded in a person-environment fit theoretical framework and reflects previous classroom and university environment research. The sample consists of 191 students and 20 instructors participating in a business administration degree completion program at a small liberal arts university in the middle south region of the United States. Descriptive statistics, MANOVA procedures, dependent Mests and independent t-tests have been calculated.; The inquiry provides evidence of statistically significant differences between means for adult student and instructor perceptions of the actual and preferred classroom environments of the classes studied in this business administration degree completion program. In addition, the study demonstrates that the adult student participants perceive a more positive classroom environment in the classes taught by adjunct instructors than that of full-time instructors.; The results of the study suggest: (a) the utility of the CUCEI as an assessment tool for adult degree completion program classroom environments since it provides feedback beyond typical classroom evaluations; (b) the usefulness of the CUCEI as an assessment tool for instructors since it provides feedback indicating the gap between adult student and instructor perceptions of the actual and preferred classroom experiences; (c) a need for a rigorous selection process for instructors in adult degree completion programs to ensure participation of instructors with the ability to critically reflect on established classroom behavior and to make changes to meet adult students' needs; (d) a need for institutions which offer degree completion programs to provide formal training for adult educators to instill andragogical views of teaching; and (e) a need for further study perceptions of classroom environments in adult degree completion programs to improve program teaching and effectiveness.