Student perceptions of the classroom environment: actionable feedback as a catalyst for instructional change

Abstract

The current study explored the impact and feasibility of using students' perceptions of the classroom teaching environment as an instructional tool for teachers. Data were collected using the Responsive Environmental Assessment for Classroom Teaching (REACT)--a questionnaire assessing students' perceptions of specific components of instructional support. A total of 31 suburban teachers serving 797middle-school students were assigned to an experimental feedback group or a control group. Students' responses on the REACT served as the primary dependent variable and were collected at three time points throughout the fall semester (Time 1, 2, and 3). The experimental group participated in a feedback meeting following the first data collection and teachers assigned to the control group participated in a feedback meeting following the second data collection. All teachers completed a short survey evaluating the REACT and procedures for implementation. A multi-level approach to data analysis (HLM) was used to adjust for the natural clustering of students by teacher. Controlling for other variables in the final model, students' responses at Time 2 were significantly higher in the classrooms of teachers who received feedback after Time 1 relative to those of teachers who did not receive feedback. Students' self-reported trouble in class, initial REACT score, and gender were also significant predictors of REACT scores at Time 2 and Time 3. No group differences were observed at Time 3. The descriptive and inferential data observed in the current study offer preliminary support for the REACT as a tool for instructional support.