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

Kathryn E. H. Race

Teachers Academy for Mathematics and Science

Kristin R. Powell

Teachers Academy for Mathematics and Science

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.

Evaluation Review, Vol. 24, No. 6, 635-646 (2000)
DOI: 10.1177/0193841X0002400604
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This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
R. M. Gillies
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity
School Psychology International, July 1, 2008; 29(3): 328 - 347.
[Abstract] [PDF]