Design and validation of a questionnaire of student perceptions of teaching through analogies in sports science teachers.
DOI:
https://doi.org/10.47197/retos.v57.104310Keywords:
validation studies, analogical reasoning, surveys and questionnaires, science teaching, Science sports, studentsAbstract
Analogies are an effective resource to facilitate teaching and learning in sports sciences. Objective: design and validate a questionnaire on perceptions of teacher teaching using analogies in a sample of university students. Methods: Cross-sectional validation study in 96 university students (26% women), between 19 and 30 years old 21.8 ± 2,431, belonging to the sports science faculty of a university institution in the Department of Cundinamarca, Colombia. The instrument was designed with five questions, each item was rated through a polytomous Likert-type scale: 1) never; 2) rarely; 3) sometimes; 4) frequently;5) always. The first version of the instrument was submitted to judgment by nine experts. To determine content validity, Aiken's V coefficient was used. Reliability was determined through the α-Cronbach and ω-McDonald's coefficients. To analyze the structure of the questionnaire, exploratory factor analysis was used. Results: The expert judgment established an Aiken V of 0.80, so good homogeneity of the instrument is reported. The questionnaire showed a ω-McDonald's of 0.920 (95% CI: 0.894 to 0.945), as well as an α-cronbach of 0.915 (95% CI: 0.8840 to 0.939). The exploratory factor analysis determined a factor that explains 69.5% of the variance. Conclusions: The instrument showed adequate psychometric properties with consistent internal consistency and validity. This research contributes to the evaluation in the use of analogies as an active methodology that facilitates teaching for sports science teachers, and meaningful learning for students.
Keywords: validation studies, analogical reasoning, science teaching, sports sciences, students.
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