Abstract
This article reports a study involving: (1) developing and validating a learning environment instrument, (2) investigating whether reflection on feedback generated using the instrument led to improvements in the learning environment and (3) examining how teachers used the feedback. For the new learning environment instrument, validity was supported for a sample of 10,345 secondary students over 3 years (2,042 students in 2008, 4,467 in 2009 and 3,836 in 2010). To investigate whether reflection on feedback from this instrument led to improvements in the learning environment, multivariate analysis of variance and effect sizes were used to examine pre–post differences. Statistically significant improvements in students’ views of the learning environment were found for 8 of the 11 scales. Finally, we examined how teachers used the student feedback. Of the 459 teachers, 45 focus teachers used the feedback as part of a formal action research approach involving entries in reflective journals, written reports, discussions and participation at a forum. These data were analysed to provide an overview of the ways in which the information was used, and to provide a more detailed account of the journey of one of the teachers.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Afari, E., Aldridge, J. M., Fraser, B. J., & Myint, S. W. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16, 131–150.
Aldridge, J. M., & Fraser, B. J. (2008). Outcomes-focused learning environments: Determinants and effects (Advances in Learning Environments Research series). Rotterdam, The Netherlands: Sense Publishers.
Aldridge, J. M., Fraser, B. J., Bell, L. M., & Dorman, J. (2012). Using a new learning environment questionnaire for reflection in teacher action research. Journal of Science Teacher Education, 23, 259–290.
Aldridge, J. M., Fraser, B. J., & Huang, I. T. C. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–62.
Aldridge, J. M., Fraser, B. J., & Ntuli, S. (2009). Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance-education programme. South African Journal of Education, 29, 147–170.
Aldridge, J. M., Fraser, B. J., & Sebela, M. P. (2004). Using teacher action research to promote constructivist learning environments in South Africa. South African Journal of Education, 24, 245–253.
Allen, D., Ort, S. W., & Schmidt, J. (2009). Supporting classroom assessment practice: Lessons from a small high school. Theory into Practice, 48, 72–80.
Anderson, G. L., & Walberg, H. J. (1968). Classroom climate group learning. International Journal of Educational Sciences, 2, 175–180.
Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht: Kluwer Academic Publishers.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–11.
Bustingorry, S. O. (2008). Towards teachers’ professional autonomy through action research. Educational Action Research, 16, 407–420.
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112, 155–159.
Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage Publications.
Fisher, D. L., & Khine, M. S. (Eds.). (2006). Contemporary approaches to research on learning environments: Worldviews. Singapore: World Scientific.
Fraser, B. J. (1998a). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht, The Netherlands: Kluwer.
Fraser, B. J. (1998b). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fraser, B. J. (1999). “Grain sizes” in learning environment research: Combining qualitative and quantitative methods. In H. C. Waxman & H. J. Walberg (Eds.), New directions for teaching practice and research (pp. 285–296). Berkeley, CA: McCutchan.
Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 103–124). Mahwah, NJ: Lawrence Erlbaum.
Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). Dordrecht, The Netherlands: Springer.
Fraser, B.J., & Fisher, D.L. (1986). Using short forms of classroom climate instruments to assess and improve classroom psychosocial environment. Journal of Research in Science Teaching, 5, 387–413.
Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (April 1996). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.
Fullan, M. (1999). Change forces: The sequel. London: Falmer Press.
Goh, S. C., & Khine, M. S. (Eds.). (2002). Studies in educational learning environments: An international perspective. Singapore: World Scientific.
Hoban, G., & Hastings, G. (2006). Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration. Teaching and Teacher Education, 22, 1006–1019.
Kemmis, S., & McTaggart, R. (Eds.). (1998). The action research planner. Geelong, Australia: Deakin University.
Khoo, H. S., & Fraser, B. J. (2008). Using classroom psychosocial environment in the evaluation of adult computer application courses in Singapore. Technology, Pedagogy and Education, 17, 53–67.
Lewin, K. (1936). Principles of topological psychology. New York: McGraw.
Moos, R. H. (1974). The Social Climate Scales: An overview. Palo Alto, CA: Consulting Psychologists Press.
O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9, 325–335.
Pallant, J. (2011). SPSS: Survival manual (4th ed.). Sydney, NSW: Allen and Unwin.
Rentoul, A., & Fraser, B. J. (1979). Conceptualisation of enquiry-based or open classroom learning environments. Journal of Curriculum Studies, 11, 233–245.
Rhine, S. (1998). The role of research and teachers’ knowledge base in professional development. Educational Researcher, 27(5), 27–31.
Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
Sinclair, B. B., & Fraser, B. J. (2002). Changing classroom environments in urban middle schools. Learning Environments Research, 5, 301–328.
Spalding, E., & Wilson, A. (2002). Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing. Teachers College Record, 104, 1393–1421.
Stern, G. G. (1970). People in context: Measuring person-environment congruence in education and industry. New York: Wiley.
Stevens, J. P. (1992). Applied multivariate statistics for the social sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.
Thompson, B. (2001). Significance, effect sizes, stepwise methods and other issues: Strong arguments move the field. Journal of Experimental Education, 7, 80–93.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
Thorp, H., Burden, R. L., & Fraser, B. J. (1994). Assessing and improving classroom environment. School Science Review, 75, 107–113.
Trochim, W., & Donnelly, J. P. (2008). The research methods knowledge base. Mason, OH: Cengage Learning.
Walberg, H. J. (1981). A psychological theory of educational productivity. In F. Farley & N. J. Gordon (Eds.), Psychology and education: The state of the union (pp. 81–108). Berkeley, CA: McCutchan.
Yarrow, A., Millwater, J., & Fraser, B. J. (1997). Improving university and primary school classroom environments through pre-service teachers' action research. International Journal of Practical Experiences in Professional Education, 1(1), 68–93.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Bell, L.M., Aldridge, J.M. Investigating the use of student perception data for teacher reflection and classroom improvement. Learning Environ Res 17, 371–388 (2014). https://doi.org/10.1007/s10984-014-9164-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10984-014-9164-z