measuring instrument

This research presents the results of a study that involved the construction and validation of a measuring instrument to evaluate the algebra, trigonometry, and geometry skills that universi­ty students possess when starting an engineer­ing degree and which are critical for students to perform properly in calculus courses. The instrument was designed by faculty members from the field of mathematics, all of whom hold at least a master’s degree and have taught cal­culus in the past. The study comprised of 40 items and its quality analysis was based on data collected from 875 incoming first-year students during the 2020-2022 academic cycle. Data analysis showed that items with medium diffi­culty and high discrimination have the highest predictive coefficient and correspond mainly to the field of geometry, specifically the topics of the straight line, circumference, and the cal­ culation of surfaces and volumes of geometric shapes. The present research provides teaching staff with important elements to adapt or mod­ify their instructional designs and improve the learning quality of higher education students in the field of calculus. Additionally, secondary school teachers may benefit from these results regarding the greater challenges students face when enrolling in engineering programs.

Please, cite this article as follows: De las Fuentes-Lara, M., Aguilar-Salinas, W. E., Justo-López, A. C., & Iñiguez-Monroy, C. G. (2022). Medición de las habilidades algebraicas, trigonométricas y geométricas de los estudiantes en el curso de cálculo diferencial en ingeniería | Measuring students’ algebra, trigonometry, and geometry skills on a differential calculus for engineering course. Revista Española de Pedagogía, 80 (282), 289-308. https://doi.org/10.22550/REP80-2-2022-07

A good climate of harmonious coexistence in educational institutions can improve stu­dents’ well-being, self-esteem, and academic results and prevent maladaptive behaviours. Several questionnaires assess coexistence by quantifying the types of problems that occur, but there are few that focus on managing it and implementing programmes to improve it. The aim of the present research is to validate a questionnaire for evaluating students’ percep­tion of the management of school coexistence. This questionnaire centres on the 21-item In­tegrated Model of School Coexistence. We used random cluster and stratified sampling with the participation of 1169 students from 34 centres in year six of primary education and secondary education from the Autonomous Community of Madrid. The questionnaire was validated by expert judgement. We used the SPSS v24 and AMOS programs to perform exploratory and confirmatory factor analyses, respectively. The results show 4 factors with reliability indices ranging between .737 and .859 (Factor 1, protective framework for coex­istence; Factor 2, student mediator program; Factor 3, student assistant program; Factor 4, democratic rule-making processes). Finally the empirical fit with the Integrated Model for fostering more harmonious relations in school communities was confirmed.

Please, cite this article as follows: Torrego Seijo, J. C., García Sanz, M. P., Hernández Prados, M. Á., & Bueno Villaverde, Á. (2021). Diseño y validación de un instrumento para valorar la convivencia escolar percibida por los estudiantes | Design and validation of an instrument to assess students’ perceived school coexistence. Revista Española de Pedagogía, 79 (279), 209-229. https://doi.org/10.22550/REP79-2-2021-04