Factor structure and stability of a quality questionnaire within a postgraduate program

• Autores: Javier Martínez Moguerza , Juan José Fernández Muñoz , Andrés Redchuk Cisterna , Clara Cardone-Riportella , Esperanza Navarro Pardo
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 33, Nº. 2, 2017, págs. 351-355
• Idioma: inglés
• DOI: 10.6018/analesps.33.2.256711
• Títulos paralelos:
  • Estructura factorial y estabilidad de un cuestionario sobre la calidad de un programa de postgrado
• Enlaces
  • Texto completo
• Resumen
  • español

    En este trabajo se describe un instrumento basado en el uso de una técnica de análisis factorial con el fin de medir la calidad de la educación a través de una muestra de estudiantes de postgrado de una universidad pública española. El instrumento tiene unas aceptables propiedades psicométricas (fiabilidad y validez). En cuanto a la solución factorial, tres dimensiones principales se han determinado: la importancia dada a la materia;

    recursos educativos y conocimiento de la materia (anterior y posterior).

    Es importante destacar que estas tres dimensiones se han detectado consistentemente en todo el análisis factorial: muestra total y cursos separados.

    Estas tres dimensiones deben ser consideradas como aspectos fundamentales en el diseño de un instrumento para evaluar la calidad educativa. Estos hallazgos pueden ser tomados como base para el diseño de estrategias futuras para la evaluación de la calidad educativa en otro tipo de estudios dentro del área de la educación superior

  • English

    In this work we describe an instrument based on the use of a factor analysis technique in order to measure the quality of education within a Postgraduate degree offered by a public Spanish university. We showed that the instrument has satisfactory psychometric properties (reliability and validity). Regarding the factorial solution, three main dimensions have been determined, namely: importance given to the subject; educational resources and knowledge of the subject (previous and posterior). It is important to remark that these three dimensions were consistently detected in all the factorial analyses performed (total sample and separate academic years). These three dimensions should be considered as fundamental when designing an instrument to evaluate educational quality. These findings may be taken as a basis for the design of future strategies for the evaluation of educational quality on other type of degrees within the higher education area

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