Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation

Authors

DOI: https://doi.org/10.23865/nse.v42.3636

Abstract

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.

Usage Statistics
Total downloads:
Download data is not yet available.

Author Biographies

Jóhann Örn Sigurjónsson, University of Iceland

Doctoral graduate student, School of Education

Anna Kristín Sigurðardóttir, University of Iceland

Professor, School of Education

Berglind Gísladóttir, University of Iceland

Assistant professor, School of Education

Jorryt van Bommel, Karlstad University, Sweden

Associate professor, Department of Educational Studies

Published

2022-12-05

How to Cite

Sigurjónsson, J. Ö., Sigurðardóttir, A. K., Gísladóttir, B., & van Bommel, J. (2022). Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation. Nordic Studies in Education, 42(4), 328–346. https://doi.org/10.23865/nse.v42.3636

Issue

Section

Articles

Keywords:

cognitive activation, student perceptions, classroom observations, instructional quality