Assessing student perceptions of classroom methods and activities in the context of an outcomes-based evaluation

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 r eliability of .84, .82, and .75, respectively). A negative linear relations hip was evident between grade and each subscale, that is, perceptions decli ned 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 varian ce These data mirrored performance based on standardized math scores. Impli cations are discussed.