University of Granada, Department of Didactics and School Organization, Melilla, ES, Spain.
University of Granada, Department of Didactics of Corporal Expression, Melilla, ES, Spain.
Rev Lat Am Enfermagem. 2021 Jun 28;29:e3418. doi: 10.1590/1518-8345.3374.3418. eCollection 2021.
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.
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.
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.
statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.
本研究旨在设计并验证一份问卷，以衡量学生对 IRS（互动响应系统）作为课堂技术教学资源的看法。
专门为本研究设计了一个包含 24 个项目的问卷（互动响应系统，用于改进教学-学习过程），并应用于 142 名大学生。
探索性和验证性因子分析均得出 3 个维度：课堂环境、教学-学习过程和学习评估。在可靠性（克朗巴赫 α=0.955）和验证性因子分析（χ2/df=1.944，CFI=0.97；GFI=0.78；RMR=0.077；RMSEA=0.08）中获得的结果都非常令人满意。
统计分析证实，该工具是一种有效、可靠且易于教授使用的工具，可用于评估以学生为中心的学习中学生的看法。
