Factor structure and invariance of the scale to measure teaching performance in the area of social sciences

Bibliographic Data

ID22163226
AuthorsPatricio Sebastián Henríquez Ritchie (0000-0002-1026-3379, Universidad Autónoma de Baja California), Patricio Sebastián Henríquez, Juan Carlos Pérez-Morán (0000-0001-8849-2326, Ensenada Institute of Technology, corresponding author), Carlos Javier Del Cid García (0000-0001-7579-7331, Universidad Autónoma de Baja California), Jesús Enrique Zamora (Universidad Autónoma de Baja California)
Year2023
Volume8
Publication date2023-08-29
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1229129
OpenAlexW4386294833
LanguageEN
Citations received2
References cited84

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

Bachelor · Confirmatory factor analysis · Data mining · Geography · Mathematics education · Measurement invariance · Statistics · Structural equation modeling · Computer Science · Education and Teacher Training · Educational Innovations and Technology · Educational Outcomes and Influences · Mathematics · Psychology · Artificial Intelligence

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