Compromiso estudiantil en educación superior: adaptación y validación de un cuestionario de evaluación en universidades chilenas

• Autores: Gonzalo Zapata, Pete Leihy, Daniel Theurillat
• Localización: Calidad en la educación, ISSN-e 0718-4565, Nº. 48, 2018, págs. 204-250
• Idioma: español
• DOI: 10.31619/caledu.n48.482
• Títulos paralelos:
  • Student engagement in higher education: adaptation and validation of an assessment instrument in chilean universities
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Resumen Conocer cómo aprenden los estudiantes es una tarea compleja, pero indispensable para el mejoramiento de la calidad de la educación superior. Los cuestionarios de evaluación del compromiso estudiantil ofrecen una aproximación útil para abordar la diversidad de experiencias de aprendizaje. Sin embargo, la calidad de las evidencias que estos proporcionan depende de la validez de los instrumentos y su adecuada contextualización. Este artículo reporta resultados de un proyecto que ajustó, piloteó y validó un cuestionario de medición del compromiso estudiantil en una muestra de estudiantes de pregrado en tres universidades chilenas. A partir del cuestionario utilizado por el National Survey of Student Engagement, NSSE (2013), se adaptaron y validaron estadísticamente los índices e ítems sobre compromiso estudiantil en el contexto nacional. Los resultados sugieren que los índices de compromiso estudiantil se comportan parcialmente bien, requiriéndose introducir ajustes que permitan mejorar significativamente su validez. Al respecto, se reportan los procedimientos de adaptación y validación del instrumento, así como también alternativas de ajuste. Se contribuye de esta forma a mejorar la validez del instrumento para el contexto nacional, y levantar evidencias en torno al compromiso y experiencia estudiantil en Chile.

  • English

    Abstract To understand how students learn is a complex, yet indispensable, endeavor for quality improvement in higher education. Student engagement questionnaires offer useful snapshots to capture the diversity of learning experiences. Nonetheless, the quality of evidence that they provide depends upon the instruments’ validity and contextual relevancy. This article reports on the adjusting, piloting and validation of a questionnaire to measure student engagement, among a sample of undergraduates at three Chilean universities. We adapted and validated, in the Chilean context, indices and items regarding student commitment from the 2013 version of the National Survey of Student Engagement. The results suggest that the student engagement indices only partially function and thus require modifications to significantly improve validity. To that end, the processes of adaptation and validation of the instrument are reported, as well as adjustment alternatives. This research contributes to the improvement of the validity of the instrument in the local context, providing insights on student engagement and experiences in Chile.

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