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

Kathryn E. H. Race and Kristin R. Powell
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Kathryn E. H. Race: Teachers Academy for Mathematics and Science
Kristin R. Powell: Teachers Academy for Mathematics and Science

Evaluation Review, 2000, vol. 24, issue 6, 635-646

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

Date: 2000
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:24:y:2000:i:6:p:635-646

DOI: 10.1177/0193841X0002400604

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