Using the Perry Scheme to Explore College Student Classroom Participation

Abstract

Using Perry's Theory of Ethical and Intellectual Development as a framework, the purpose of this study was to identify the extent to which dualist, multiplist, and contextual relativist students differ in their in-class participation behaviors (i.e., asking questions, being willing to talk in class, and exhibiting an involvement in classroom interaction). Participants were 202 undergraduate students enrolled in two introductory communication courses at a large mid-Atlantic university. Results indicate that multiplist students ask more questions than dualist students, and contextual relativist students are more involved in classroom interaction than multiplist students.

Keywords:

• Interaction Involvement
• Perry Scheme
• Question Asking
• Willingness To Talk

A version of this article was presented at the 2009 annual meeting of the Central States Communication Association, St. Louis, MO.

Notes

Note. Means sharing subscripts are significantly different.

Participants were provided with these directions: “Identify which set of statements best represents your feelings about education. None of the statements has a right or wrong answer. Circle the set which best represents your feelings.” Set 1 [multiplist]: The instructor's job is to give me all the information I need to know for the exams, but when there is more than one way of looking at things, the instructor should indicate clearly which way he or she prefers. My job as a student is to accept that some responsibility rests on me for learning, but I am not sure what is expected of me about what or how to learn. I think that knowledge is not just a collection of black and white facts, but there are shades of gray. Things may be right and wrong depending on the circumstances and the context. These uncertainties make me feel uncomfortable. My job on an exam is to give back all I know about the topic and leave the instructor to give me credit for the relevant bits. I like open ended questions which allow me to show how much I know. Set 2 [relativist]: The instructor's job is to provide me with information, but I realize that the instructor is not the only source of information and that I can find out things for myself to supplement the information the instructor has given. I think that knowledge is complex and by no means black and white, but I find this exciting and stimulating. It makes me want to explore things for myself. My job on an exam is to answer the questions, including what I have found out for myself from reading or other sources. I dislike questions which force me into a fixed answer (such as multiple choice) and prefer open questions in which I can have room to show my own thinking. My job as a student is to accept the information that is given by the instructor, but also to think about it critically, to check other sources for myself and to take responsibility for what and how I learn. Set 3 [dualism]: My job as a student is to accept the information given by the instructor without question and learn it. I think that knowledge is a collection of unchangeable facts which are either right or wrong. I dislike uncertainties and vague statements. I like to be given the facts. My job on an exam is to give back the facts I have learned as accurately as possible. I prefer questions with single clear cut answers rather than open long questions. The instructor's job is to give me all the information I need to know for the exams and not cover any material that will not be on the exams.

Additional information

Notes on contributors

Scott A. Myers

Scott A. Myers (PhD, Kent State University, 1995) is a professor in the Department of Communication Studies at West Virginia University.