Validation of a Cooperative Learning Measurement Questionnaire From a Teaching Perspective

  1. José Antonio Prieto-Saborit 1
  2. David Méndez-Alonso 1
  3. Feliciano Ordóñez-Fernández 1
  4. José Ramón Bahamonde 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2022

Volumen: 34

Número: 1

Páginas: 160-167

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2021.126 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: disponer de instrumentos de medida que valoren la aplicación del aprendizaje cooperativo desde la perspectiva docente resulta imprescindible para una exitosa implementación de esta metodología en los centros escolares. El objetivo de este estudio fue elaborar y validar un instrumento creado a partir de los cinco elementos esenciales del aprendizaje cooperativo: interdependencia positiva, interacción cara a cara, responsabilidad individual, procesamiento grupal y habilidades sociales. Método: la muestra estuvo formada por un total de 4.004 docentes (61,1 % mujeres y 38,9% varones) con una edad media de 42,7 años (DT = 10.04), pertenecientes a todas las etapas educativas no universitarias de 68 colegios distribuidos por todo el territorio español. Resultados: los resultados alcanzados en el análisis factorial confirmatorio con el cuestionario final de 19 ítems distribuidos en cinco factores fueron óptimos en todos los indicadores, mediante los índices de ajuste global o absoluto (Chi-cuadrado, RMSEA, GFI, NFI y CFI). La fiabilidad alcanzada por la prueba definitiva es adecuada tanto en el α de Cronbach como la w de McDonald (α= 0.958 y w= 0.960). Conclusiones: el cuestionario se presenta como un instrumento válido y fiable para evaluar la aplicación del aprendizaje cooperativo desde la perspectiva docente.

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Fuente de los datos: Dialnet