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...

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Detalles Bibliográficos
Autores: Jiménez Jaraba, María Valle, Llorente Cejudo, María del Carmen, Palacios Rodríguez, Antonio de Padua
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
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spelling Validation of a Scale on University Teaching Quality in the Area of MathematicsJiménez Jaraba, María ValleLlorente Cejudo, María del CarmenPalacios Rodríguez, Antonio de PaduaEducational qualityMathematicsPerformance assessmentQuestionnaireValidationThis 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 practicesMDPIDidáctica y Organización EducativaHUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/171247https://doi.org/10.3390/educsci15040424reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducation Sciences, 15 (4), 424.https://doi.org/10.3390/educsci15040424info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1712472026-06-17T12:51:07Z
dc.title.none.fl_str_mv Validation of a Scale on University Teaching Quality in the Area of Mathematics
title Validation of a Scale on University Teaching Quality in the Area of Mathematics
spellingShingle Validation of a Scale on University Teaching Quality in the Area of Mathematics
Jiménez Jaraba, María Valle
Educational quality
Mathematics
Performance assessment
Questionnaire
Validation
title_short Validation of a Scale on University Teaching Quality in the Area of Mathematics
title_full Validation of a Scale on University Teaching Quality in the Area of Mathematics
title_fullStr Validation of a Scale on University Teaching Quality in the Area of Mathematics
title_full_unstemmed Validation of a Scale on University Teaching Quality in the Area of Mathematics
title_sort Validation of a Scale on University Teaching Quality in the Area of Mathematics
dc.creator.none.fl_str_mv Jiménez Jaraba, María Valle
Llorente Cejudo, María del Carmen
Palacios Rodríguez, Antonio de Padua
author Jiménez Jaraba, María Valle
author_facet Jiménez Jaraba, María Valle
Llorente Cejudo, María del Carmen
Palacios Rodríguez, Antonio de Padua
author_role author
author2 Llorente Cejudo, María del Carmen
Palacios Rodríguez, Antonio de Padua
author2_role author
author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
HUM390: Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Procesos de Enseñanza-Aprendizaje
dc.subject.none.fl_str_mv Educational quality
Mathematics
Performance assessment
Questionnaire
Validation
topic Educational quality
Mathematics
Performance assessment
Questionnaire
Validation
description 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
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/171247
https://doi.org/10.3390/educsci15040424
url https://hdl.handle.net/11441/171247
https://doi.org/10.3390/educsci15040424
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences, 15 (4), 424.
https://doi.org/10.3390/educsci15040424
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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