STUDENT EVALUATION OF CLINICAL EDUCATION ENVIRONMENT

assists in reducing the confounding person-environment sources of variance. If differences in
individual student evaluations of discrete sites are found, the differences are most likely due to
the discrimination ability of the instrument. For student participants evaluating different clinical
sites on the pretest and end of semester inventories (n = 60), no significant correlations were
found between pretest and end of semester scale scores (p > .05). This result indicates that there
was no relationship between the evaluations of different clinical sites, when the same students
evaluated two different sites. Correlations between inventory scale scores ranged from -.01 to
.20. These correlations also appear in Table 7.
Differences in Scale Scores According to Student Academic Level. As the SECEE
Inventory was able to detect differences between institutions in terms of student evaluation of
sites, the researcher wondered whether it might also detect differences between student
evaluation of sites according to student academic level (sophomore, junior, senior). Thus,
comparative ANOVAs were computed for differences in scale scores (dependent variable) by
student level (independent variable), after sorting data by institution. ANOVA results are
presented in Table 8 and significance levels for post hoc tests are shown in Table 9. Cell means
and standard deviations for the scale scores according to student level can be found in Table 10.
The Dunnett T3 method was used for all post hoc tests, as there was violation of the
homogeneity of variance assumption for some of the ANOVAs (violations will be identified in
discussion of each analysis). Results indicated that for institution SMW, differences between
scale scores were only significant for the Department Atmosphere scale [F (2, 66) = 4.70, p <
.05]. However, according to the Levene Statistic, the assumption of homogeneity of variance
was violated for the test [F (2, 66) = 3.93, p = .025]. Multiple comparisons
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