Factor structure and invariance of the scale to measure teaching performance in the area of social sciences
The use of scales to evaluate teaching from the students’ perspective is a method frequently used in educational systems around the world. The objective of this study is to analyze the factorial structure of the Teaching Performance Evaluation Scale (EEDDocente, by acronyms in Spanish) designed with...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1229129/full |
| _version_ | 1797732671141445632 |
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| author | Patricio Sebastián Henríquez Juan Carlos Pérez-Morán Carlos Javier del Cid García Jesús Enrique Zamora |
| author_facet | Patricio Sebastián Henríquez Juan Carlos Pérez-Morán Carlos Javier del Cid García Jesús Enrique Zamora |
| author_sort | Patricio Sebastián Henríquez |
| collection | DOAJ |
| description | The use of scales to evaluate teaching from the students’ perspective is a method frequently used in educational systems around the world. The objective of this study is to analyze the factorial structure of the Teaching Performance Evaluation Scale (EEDDocente, by acronyms in Spanish) designed with the purpose of providing information that favors decision-making based on evidence for the improvement of teaching in the area of Social Sciences, as well as measuring the invariance by School stage and Educational Program. The sample consisted of 1,849 students of the Bachelor’s Degrees in Law, Psychology, Accounting, Administration, Education Sciences, Communication Sciences, Computer Science, and Sociology of the School of Social and Administrative Sciences (FCAyS) of the Autonomous University of Baja California, Mexico. Based on a three-factor model that meets the fit and quality criteria, a Multi-group Confirmatory Factor Analysis (MGCFA) was performed to measure the invariance of the EEDDocente by School stage and Educational program. It is concluded that the three-factor model can be used to measure, from the students’ perspective, the performance of teachers in the Area of Social Sciences. Likewise, it is concluded that the invariance of the simultaneous measurement is achieved, providing evidence to perform mean difference analysis between the different Educational programs. |
| first_indexed | 2024-03-12T12:17:49Z |
| format | Article |
| id | doaj.art-b54a9aadd6034e9d9ec2d74b0cfd3e5f |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T12:17:49Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-b54a9aadd6034e9d9ec2d74b0cfd3e5f2023-08-30T08:56:35ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.12291291229129Factor structure and invariance of the scale to measure teaching performance in the area of social sciencesPatricio Sebastián Henríquez0Juan Carlos Pérez-Morán1Carlos Javier del Cid García2Jesús Enrique Zamora3Autonomous University of Baja California, Ensenada, MexicoPromoter Network of Diagnostic Evaluation Methods and Educational Innovation, Ensenada, MexicoAutonomous University of Baja California, Ensenada, MexicoAutonomous University of Baja California, Ensenada, MexicoThe use of scales to evaluate teaching from the students’ perspective is a method frequently used in educational systems around the world. The objective of this study is to analyze the factorial structure of the Teaching Performance Evaluation Scale (EEDDocente, by acronyms in Spanish) designed with the purpose of providing information that favors decision-making based on evidence for the improvement of teaching in the area of Social Sciences, as well as measuring the invariance by School stage and Educational Program. The sample consisted of 1,849 students of the Bachelor’s Degrees in Law, Psychology, Accounting, Administration, Education Sciences, Communication Sciences, Computer Science, and Sociology of the School of Social and Administrative Sciences (FCAyS) of the Autonomous University of Baja California, Mexico. Based on a three-factor model that meets the fit and quality criteria, a Multi-group Confirmatory Factor Analysis (MGCFA) was performed to measure the invariance of the EEDDocente by School stage and Educational program. It is concluded that the three-factor model can be used to measure, from the students’ perspective, the performance of teachers in the Area of Social Sciences. Likewise, it is concluded that the invariance of the simultaneous measurement is achieved, providing evidence to perform mean difference analysis between the different Educational programs.https://www.frontiersin.org/articles/10.3389/feduc.2023.1229129/fullstudents’ evaluation of teachinghigher education studentsvalidityconfirmatory factor analysisinvariance |
| spellingShingle | Patricio Sebastián Henríquez Juan Carlos Pérez-Morán Carlos Javier del Cid García Jesús Enrique Zamora Factor structure and invariance of the scale to measure teaching performance in the area of social sciences Frontiers in Education students’ evaluation of teaching higher education students validity confirmatory factor analysis invariance |
| title | Factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| title_full | Factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| title_fullStr | Factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| title_full_unstemmed | Factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| title_short | Factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| title_sort | factor structure and invariance of the scale to measure teaching performance in the area of social sciences |
| topic | students’ evaluation of teaching higher education students validity confirmatory factor analysis invariance |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1229129/full |
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