Assessing Student Perceptions of Classroom Methods and Activities in the Context of an Outcomes-Based Evaluation

Abstract

From 10 elementary schools from the Chicago Public Schools, 2,150 students completed a questionnaire on perceptions regarding mathematics and science instruction and other related activities. Based on factor analysis, three constructs were identified, that is, nontraditional pedagogical approaches, hands-on/cooperative learning, and school/learning environment (internal reliability of .84, .82, and .75, respectively). A negative linear relationship was evident between grade and each subscale, that is, perceptions declined from third through eighth grade (r = –.30,–.32, and –.42, respectively). Mean scores were statistically significant (p < .001), with grade level and grade-within-school effects associated with notable estimates of variance. These data mirrored performance based on standardized math scores. Implications are discussed.

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