Design and validation of a questionnaire to assess student satisfaction with mathematics study materials
This paper shows the design and validation of a questionnaire aimed at college students to assess their satisfaction level with mathematics study materials. Starting from the theoretical framework presented, we proposed three dimensions: overall quality of mathematics study materials, didactic adequ...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/136893 |
| Acceso en línea: | https://hdl.handle.net/11441/136893 https://doi.org/10.29333/iji.2022.1511a |
| Access Level: | acceso abierto |
| Palabra clave: | Questionnaire development Construct validity and reliability Questionnaire validation Quality of mathematics materials Student satisfaction |
| Sumario: | This paper shows the design and validation of a questionnaire aimed at college students to assess their satisfaction level with mathematics study materials. Starting from the theoretical framework presented, we proposed three dimensions: overall quality of mathematics study materials, didactic adequacy and motivation capacity. To that effect, we hereby explain the analysis and validation procedure of the psychometric properties of the assessment instrument. The study sample comprised 1,666 university students. Sample was chosen using a random sampling technique. The exploratory factor analysis (EFA) and the confirmatory factor analysis (CFA) performed on two consecutive samples of freshmen studying Computer Science Engineering confirmed that the Questionnaire to assess student satisfaction with mathematics study materials measures satisfaction conditions in five scales: Didactic Adequacy, Relevance, Engagement, Interaction and Technological Quality. The results revealed the existence of significant psychometric features of the constructed questionnaire. |
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