Validation of a Scale on University Teaching Quality in the Area of Mathematics
This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students’ perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Kn...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/171247 |
| Acceso en línea: | https://hdl.handle.net/11441/171247 https://doi.org/10.3390/educsci15040424 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational quality Mathematics Performance assessment Questionnaire Validation |
| Sumario: | This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students’ perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Knowledge Agency. Key factors analyzed include effectiveness, planning, classroom performance, tutorials, and the use of bibliographic materials, using exploratory and confirmatory factor analyses (EFA and CFA) with structural equations. The research involved 229 students from various programs, such as Physical Activity and Sport Sciences, Primary Education, Early Childhood Education, and a Master’s Degree in Secondary Education with a Mathematics specialization, within an Andalusian university center. The results confirmed the reliability and validity of the questionnaire and demonstrated the effectiveness of structural equation methodologies. The findings underscore the importance of integrating effective knowledge transmission, teacher-led motivation, careful planning, individual attention, and complementary materials to improve Mathematics teaching. It concludes that quality teaching depends on a holistic approach that balances pedagogical strategies with student-centered practices |
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