Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation

Which dimensions of instruction can be reliably captured using student perception surveys, is subject for debate. The aim of this study is to empirically explore the validity and limitations of two different measures of cognitive activation: systematic classroom observations and student perceptions....

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Bibliographic Details
Published in:Nordic Studies in Education
Main Authors: Sigurjónsson, Jóhann Örn, Sigurðardóttir, Anna Kristín, Gísladóttir, Berglind, van Bommel, Jorryt
Format: Article in Journal/Newspaper
Language:English
Published: Karlstads universitet, Science, Mathematics and Engineering Education Research (SMEER) 2022
Subjects:
Educational Sciences
Utbildningsvetenskap
Other Mathematics
Annan matematik
Iceland
Online Access:http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-92674
https://doi.org/10.23865/nse.v42.3636
Description
Summary:Which dimensions of instruction can be reliably captured using student perception surveys, is subject for debate. The aim of this study is to empirically explore the validity and limitations of two different measures of cognitive activation: systematic classroom observations and student perceptions. 34 video-recorded lessons from ten lower secondary mathematics teachers in Iceland were analysed using an observation system and compared to 217 responses to the Tripod student perception survey. The results indicate that for the cognitive activation dimension, the connection between observer ratings and student perceptions is weak, raising questions about the validity of different measures of instructional quality. SMEER LISA

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