@misc{10481/86257,
year = {2021},
url = {https://hdl.handle.net/10481/86257},
abstract = {Objective: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of studentcentred learning.},
publisher = {Universidade de São Paulo},
keywords = {Higher Education},
keywords = {Learning},
keywords = {Validation Study},
keywords = {Surveys and Questionnaires},
keywords = {Technology Education},
title = {Validation of a questionnaire about the use of interactive response controls on Higher Education},
doi = {https://doi.org/10.1590/1518-8345.3374.3418},
author = {Mingorance Estrada, Ángel Custodio and Granda Vera, Juan and Rojas Ruiz, Gloria and Alemany Arrebola, Inmaculada},
}