Educ. Sci. 2025, 15, 424 h ps://doi.o g/10.3390/educsci15040424
A icle
Valida ion o a Scale on Uni e si y Teaching Quali y in he
A ea o Ma hema ics
Ma ía del Valle Jiménez-Ja aba
1
, Ca men Llo en e-Cejudo
2,
* and An onio Palacios-Rod íguez
2,
*
1
Depa men o Ma hema ics and Da a Science, Facul y o Economics and Business Adminis a ion,
CEU San Pablo Uni e si y, 28003 Mad id, Spain; [email protected]
2
Depa men o Didac ics and Educa ional O ganiza ion, Facul y o Educa ional Sciences,
Uni e si y o Se ille, 41013 Se ille, Spain
* Co espondence: ka [email protected] (C.L.-C.); ap od [email protected] (A.P.-R.)
Abs ac : This s udy examines he quali y o uni e si y eaching in Ma hema ics, ocusing
on he e olu ion o eaching pe o mance om s uden s’ pe spec i es. I highligh s he
impo ance o adhe ing o quali y s anda ds o enhance eaching, esea ch, and adminis-
a i e p ocesses, guided by he Andalusian Knowledge Agency. Key ac o s analyzed
include effec i eness, planning, class oom pe o mance, u o ials, and he use o biblio-
g aphic ma e ials, using explo a o y and confi ma o y ac o analyses (EFA and CFA)
wi h s uc u al equa ions. The esea ch in ol ed 229 s uden s om a ious p og ams,
such as Physical Ac i i y and Spo Sciences, P ima y Educa ion, Ea ly Childhood Edu-
ca ion, and a Mas e ’s Deg ee in Seconda y Educa ion wi h a Ma hema ics specializa ion,
wi hin an Andalusian uni e si y cen e . The esul s confi med he eliabili y and alidi y
o he ques ionnai e and demons a ed he e ec i eness o s uc u al equa ion me hodolo-
gies. The indings unde sco e he impo ance o in eg a ing e ec i e knowledge ansmis-
sion, eache -led mo i a ion, ca e ul planning, indi idual a en ion, and complemen a y
ma e ials o imp o e Ma hema ics eaching. I concludes ha quali y eaching depends on
a holis ic app oach ha balances pedagogical s a egies wi h s uden -cen e ed p ac ices.
Keywo ds: educa ional quali y; ma hema ics; pe o mance assessmen ; ques ionnai e;
alida ion
1. In oduc ion
Cu en ly, many highe educa ion ins i u ions ha e placed g ea emphasis on im-
p o ing he quali y o hei ins i u ional p ocesses, co e ing bo h eaching and esea ch
a eas as well as adminis a i e a eas. This esponds o he need o mee he new quali y
s anda ds and c i e ia demanded by con empo a y socie y (Jacques & Boisie , 2019). In
his con ex , assessing eaching quali y has become a p io i y, as i di ec ly impac s s u-
den lea ning and ins i u ional acc edi a ion. The esea ch suppo s his p ocess, se ing
as a basis o u u e ex e nal e alua ions conduc ed by he Di ec o a e o E alua ion and
Acc edi a ion-Andalusian Knowledge Agency (DEVA-AAC) in Andalusia. These e alu-
a ions e i y compliance wi h he objec i es es ablished o acc edi he uni e si y p o-
g ams offe ed, allowing he iden ifica ion o a eas o imp o emen and he de elopmen
and he implemen a ion o ac ions o op imize uni e si y educa ion.
Rega ding he a ea o Ma hema ics, ensu ing quali y eaching is essen ial o gua an-
ee ha s uden s ob ain deep and effec i e lea ning (Sánchez-Luján, 2017).
Ma hema ics,
Academic Edi o : Klaus Zie e
Recei ed: 30 Janua y 2025
Re ised: 17 Ma ch 2025
Accep ed: 26 Ma ch 2025
Published: 27 Ma ch 2025
Ci a ion: Jiménez-Ja aba, M.d.V.,
Llo en e-Cejudo, C., & Palacios-
Rod íguez, A. (2025). Valida ion
o a Scale on Uni e si y Teaching
Quali y in he A ea o Ma hema ics.
Educa ion Sciences, 15, 424. hps://
doi.o g/10.3390/educsci15040424
Copy igh : © 2025 by he au ho .
Licensee MDPI, Basel, Swie land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license
(hps://c ea i ecommons.o g/license
s/by/4.0/).
Educ. Sci. 2025, 15, 424 2 o 16
as a co e discipline in a ious academic fields, o en p esen s lea ning difficul ies due o
i s abs ac na u e and he challenges associa ed wi h i s didac ic app oach.
Discussing
he quali y o Ma hema ics eaching is he e o e c ucial, as in e na ional s anda dized es
esul s and s uden ai udes owa ds he subjec highligh pe sis en challenges in he
class oom (Sánchez-Luján, 2017).
Acco ding o Gal is (2015), add essing issues in Ma hema ics eaching equi es con-
c e e measu es closely linked o he eache ’s ole. A high-quali y Ma hema ics eache
mus demons a e mas e y o con en , effec i e pedagogical s a egies, and he abili y o
adap eaching me hods o s uden s’ needs (Llina es, 2018; Alsina, 2023). Effec i e ins uc-
ion in Ma hema ics no only os e s concep ual unde s anding bu also s eng hens p ob-
lem-sol ing skills and logical easoning, which a e undamen al compe encies o many
p o essional fields.
Educa ion is a cons an ly e ol ing field, wi h ongoing ad ances in echnology, e-
sea ch, and pedagogical app oaches. The e o e, Ma hema ics eache s mus con inuously
adap hei eaching o he di e se lea ning s yles and cogni i e p ocesses o hei s u-
den s. Pe sonalized ins uc ion, suppo ed by inno a i e me hodologies, enhances s u-
den mo i a ion and acili a es meaning ul lea ning.
Wi hin he amewo k o uni e si y quali y assu ance, i is essen ial o assess s u-
den s’ pe spec i es, as hey a e one o he key s akeholde s in highe educa ion. Thei
opinions on deg ee p og ams, cou se con en , and eaching me hodologies p o ide alu-
able insigh s o ins i u ional decision-making (Pa do Fe nández, 2024). This in o ma ion
enables uni e si ies o iden i y a eas o imp o emen and implemen necessa y co ec-
i e measu es (Lanche os e al., 2022).
S uden sa is ac ion is a c i ical indica o o p omo ing he con inuous imp o emen
o educa ional quali y. E alua ion ques ionnai es on s uden sa is ac ion wi h eaching
pe o mance a e widely used in highe educa ion ins i u ions wo ldwide (Zabale a, 2007).
Howe e , hei effec i eness depends on hei alidi y and eliabili y, as some ins u-
men s ha e been designed wi hou a p ecise unde s anding o wha cons i u es effec i e
eaching (Onwuegbuzie e al., 2009). Ensu ing he me hodological igo o hese ins u-
men s is essen ial o ob ain meaning ul and ac ionable insigh s.
In his con ex , a ious pieces o esea ch conduc ed in Spain highligh s ha s uden s
conside c ucial ce ain aspec s o eaching wo k, such as he eache ’s abili y o explain
clea ly, mo i a e s uden s, demons a e in e es in hei lea ning, as well as encou age
pa icipa ion and main ain good communica ion in he class oom (Cas o-Mo e a e al.,
2020; De-Juanas Oli a & Bel án-Lle a, 2014; Fe nández-Bo e o & González-Losada,
2012; Gal án-Salinas & Fa ías-Ma ínez, 2018). These ac o s a e essen ial o he sa is ac-
ion o educa ional quali y in he uni e si y.
In he specific case o Ma hema ics, i is c ucial o use alida ed ins umen s ha e-
flec he unique cha ac e is ics o his subjec . Unlike o he disciplines, Ma hema ics e-
qui es a s uc u ed pedagogical app oach, whe e concep ual cla i y, p oblem-sol ing
me hodologies, and s uden engagemen a e key ac o s. The e o e, a eliable and alid
scale ailo ed o Ma hema ics ensu es a mo e accu a e assessmen o eaching quali y and
i s impac on s uden lea ning.
In he field o uni e si y eaching assessmen , se e al scales ha e been de eloped o
measu e acul y pe o mance in e ms o hei impac on s uden lea ning. Among hese,
he Ins i u ional Teaching Pe o mance Scale (EDDI) p oposed by Du án-Apon e and Du-
án-Ga cía (2015) e alua es uni e si y eaching, conside ing me hodological aspec s and
s uden - eache in e ac ion. The scale de eloped by G aus (2020) inco po a es a s a is ical
app oach o analyze didac ic cohe ence in Ma hema ics eaching, allowing o a de ailed
assessmen o ins uc ional s a egies. Simila ly, Gu ié ez e al. (2020) designed a scale
ocusing on he ela ionship be ween eaching pe o mance and s uden achie emen in
Educ. Sci. 2025, 15, 424 3 o 16
Ma hema ics. Despi e he a ailabili y o hese ins umen s, many e alua ion ools s ill lack
specifici y o Ma hema ics, leading o po en ial misin e p e a ions in assessing eaching
effec i eness.
Howe e , a e e iewing exis ing ins umen s, his s udy op ed o use he official
scale o he ins i u ion whe e he esea ch was conduc ed, ensu ing me hodological con-
sis ency and alignmen wi h in e nal e alua ion s anda ds.
The opinion o s uden s plays a undamen al ole in imp o ing educa ional quali y
a uni e si ies. A comp ehensi e assessmen o eaching effec i eness should go beyond
class oom pe o mance and conside addi ional ac o s influencing he lea ning expe i-
ence, such as ins uc ional cla i y, s uden engagemen , and he use o complemen a y
esou ces (Ga gallo-López e al., 2017).
In his con ex , he gene al objec i e o his esea ch is o alida e he eliabili y and
alidi y o he e alua ion ins umen designed o measu e s uden sa is ac ion wi h each-
ing pe o mance in he a ea o Ma hema ics. Specifically, his s udy aims o (1) de e mine
he psychome ic p ope ies ( alidi y and eliabili y) o he ques ionnai e used o assess
eaching pe o mance in Ma hema ics and (2) iden i y he unde lying dimensions o he
e alua ion ins umen and analyze hei ele ance o Ma hema ics educa ion.
Based on hese objec i es, his esea ch seeks o answe he ollowing ques ions: To
wha ex en does he e alua ion ins umen accu a ely measu e s uden sa is ac ion wi h
Ma hema ics eaching pe o mance? Fu he mo e, wha a e he key dimensions ha s uc-
u e he ques ionnai e, and how do hey eflec c i ical aspec s o Ma hema ics ins uc ion?
By alida ing a discipline-specific e alua ion ins umen o Ma hema ics, highe ed-
uca ion ins i u ions can gain deepe insigh s in o acul y pe o mance and implemen a -
ge ed imp o emen s. This con ibu es o efining eaching me hodologies, enhancing p o-
essional de elopmen o educa o s, and ul ima ely os e ing bee lea ning ou comes
o s uden s.
Finally, he impac o an effec i e Ma hema ics eache ex ends beyond he class-
oom. A eache who con eys en husiasm and passion o he subjec can inspi e s uden s
o app ecia e Ma hema ics, os e ing in e es in ela ed fields and con ibu ing o he de-
elopmen o u u e p o essionals in STEM a eas (Cas illa, 2011).
2. Ma e ials and Me hods
2.1. Me hodological Design
The p esen s udy adop s a quan i a i e, non-expe imen al, c oss-sec ional and in-
s umen al esea ch design, based on he alida ion o a ques ionnai e designed o e alu-
a e s uden pe cep ion o uni e si y eaching quali y in he a ea o Ma hema ics.
The quan i a i e app oach was selec ed due o i s abili y o p o ide measu able and
objec i e da a, allowing o he applica ion o ad anced s a is ical echniques o analyze
he alidi y and eliabili y o he e alua ion ins umen . This app oach is widely used in
educa ional quali y esea ch, as i ensu es eplicabili y and gene aliza ion o esul s (Ruiz
e al., 2010; Rod íguez-Sabio e e al., 2023).
The non-expe imen al design is jus ified by he ac ha no a iables a e manipu-
la ed, and no con olled condi ions a e es ablished. Ins ead, s uden pe cep ions a e ana-
lyzed in hei na u al con ex , ensu ing a ealis ic app oach o he e alua ion o eaching
quali y (He nández-Sampie i e al., 2014).
The c oss-sec ional na u e o his s udy e e s o he ac ha da a collec ion occu s a
a single poin in ime. This allows o an ins an aneous assessmen o s uden s’ pe cep ions
o Ma hema ics eaching, p o iding a ep esen a i e iew o he phenomenon du ing he
s udy pe iod and enabling u u e compa isons wi h simila esea ch (Hai e al., 2010).
Finally, his s udy ollows an ins umen al esea ch design, which is used when he
main objec i e is o de elop, adap , o alida e measu emen ins umen s (Ca e e o-Dios
Educ. Sci. 2025, 15, 424 4 o 16
& Pé ez, 2005). In his case, he s udy ocuses on alida ing a ques ionnai e o assess Ma h-
ema ics eaching quali y om he s uden s’ pe spec i e. The alida ion p ocess included
explo a o y ac o analysis (EFA), confi ma o y ac o analysis (CFA), and s uc u al
equa ion modeling (SEM) o ensu e he ins umen ’s me hodological obus ness and ap-
plicabili y in u u e educa ional quali y s udies (Gál ez Gamboa e al., 2024; Gue e o
Luzu iaga & Ga cía Anci a, 2024).
2.2. Sample
A non-p obabilis ic con enience sampling was used, selec ed acco ding o he acces-
sibili y and a ailabili y o he pa icipan s in he s udy. This sampling s a egy is jus ified
by he need o ob ain da a efficien ly wi hin a specific educa ional con ex , ensu ing he
pa icipa ion o s uden s en olled in deg ees whe e Ma hema ics is augh in he ins i u-
ion unde s udy. Since he main objec i e o he esea ch is he alida ion o a measu e-
men ins umen , he selec ion o he sample does no seek o gene alize he esul s o he
en i e uni e si y popula ion, bu a he o gua an ee he ep esen a i eness o he g oup
s udied in e ms o hei expe ience wi h eaching Ma hema ics.
I consis s o a o al o 229 s uden s en olled in a Uni e si y Cen e in he au onomous
communi y o Andalusia in he Deg ees o P ima y Educa ion, Ea ly Childhood Educa-
ion, Physical Ac i i y and Spo s Sciences and he Mas e ’s Deg ee in Compulso y Sec-
onda y Educa ion and Baccalau ea e, Voca ional T aining and Language Teaching in he
special y o Ma hema ics. These s uden s ha e answe ed he ques ionnai e o Sa is ac ion
wi h he eaching pe o mance o he p o esso s o he Ma hema ics A ea. O which 77
we e male and 152 emale, wi h an a e age age o 22 yea s. The s uden s we e chosen
using con enience c i e ia, selec ing hem acco ding o hei a ailabili y o comple e he
ques ionnai e (He nández-Sampie i e al., 2014).
As o he s uden s’ s udy p ofile, he as majo i y come om he Deg ee in P ima y
Educa ion (124 s uden s), he Deg ee in Ea ly Childhood Educa ion (48 s uden s), Physical
Ac i i y and Spo s Sciences (30 s uden s) and he smalles sample (27 s uden s) comes
om he Mas e ’s Deg ee in Compulso y Seconda y Educa ion and Baccalau ea e, Voca-
ional T aining and Language Teaching, specializing in Ma hema ics.
Wi h espec o he deg ee o in e es in he subjec s o he a ea augh in hese de-
g ees, 67% o he s uden s find he subjec s augh by his a ea e y in e es ing, howe e ,
65% find a high deg ee o difficul y in hese subjec s. 85% s a ed ha hey aend mo e
han 75% o he classes gi en, bu 15% o he s uden s aend less egula ly. Finally, 70.3%
o he s uden s s a e ha hey do no aend u o ing h oughou he cou se, 13.9% only
aend u o ing once, 7.8% aend be ween 2 and 3 imes and 7.8% aend mo e han 3
imes.
2.3. Da a Collec ion Ins umen
Fo da a collec ion, an ad hoc ques ionnai e was designed, called “E alua ion and
imp o emen o he quali y o eaching and eache s: su ey o s uden opinion on he
eaching pe o mance o eache s in he a ea o Ma hema ics” (Appendix A). Fo i s elab-
o a ion, se e al s udies ha e been aken as a e e ence (Ma imon-Ma í e al., 2022;
Sei ane & B enlla, 2021). Each i em is measu ed on a Like scale o 6 in e als, whe e 1
ep esen s he minimum alue, 5 he maximum alue and NS i he s uden conside s ha
i does no apply o does no ha e sufficien in o ma ion o answe he ques ion.
The ques ionnai e begins wi h some ques ions abou academic in o ma ion o be an-
swe ed by he s uden , such as he name o he p o esso o be e alua ed, he subjec
he/she eaches and he deg ee o which he s uden belongs. This is ollowed by se e al
ques ions abou he s uden ’s socio-demog aphic and academic in o ma ion, such as gen-
de , age, highes and lowes g ade en olled, e c. (Appendix A). These da a allow bo h o
Educ. Sci. 2025, 15, 424 5 o 16
desc ibe he sample and o examine i s possible impac on o he a iables in he s udy.
Subsequen ly, 18 ques ions aimed a assessing he s uden s’ pe cep ion o he eaching
pe o mance o he acul y a e p esen ed, as shown in Table 1.
Table 1. Desc ip ion o he ques ionnai e i ems.
Dimension I em Desc ip o
Teaching e ec i eness
A1 Use o adequa e means in eaching.
A2 Mo i a ion o s uden s in he in e es o he subjec .
A3 Respec ul ea men o s uden s.
A4 Achie emen o he objec i es o he subjec helped by he eaching gi en.
A5 Adequacy o he e alua ion c i e ia and sys ems ca ied ou by he eache .
A6 Sa is ac ion wi h he eaching pe o mance in gene al.
Teaching planning
B7 O ien a ions o he eaching p ojec .
B8 Adjus men o he eaching o he planning o he eaching p ojec .
B9 Well-o ganized eaching.
B10 In e es in he deg ee o unde s anding o hei explana ions.
Teaching pe o mance
C11 Clea explana ions.
C12 Use o examples ha pu in o p ac ice he con en s o he subjec .
C13 Resolu ion o doub s aised.
C14 Encou agemen o pa icipa ion and wo k en i onmen .
Tu o ials D15 Adequa e a en ion du ing u o ial hou s.
D16 Ful illmen o he es ablished schedule o u o ing.
Bibliog aphy
E17
Use o bibliog aphy and o he ecommended eaching ma e ial a e use ul
o he ollow-up o he subjec .
E18
The bibliog aphy and o he ecommended eaching ma e ial a e a ailable
o he s uden s.
Following simila models o alida ion o eache e alua ion ins umen s, such as he
Ins i u ional Teaching Pe o mance Scale (EDDI) de eloped by Du án-Apon e and Du-
án-Ga cía (2015), he S a is ical scale o e alua e didac ic cohe ence in eaching-lea ning
p ocesses in Ma hema ics p oposed by G aus (2020) and he model o E alua ion o
eache pe o mance in lea ning achie emen in Ma hema ics designed by Gu ié ez e al.
(2020), a igo ous p ocess o analysis and alida ion o he scale used in his s udy was
ca ied ou . F om his p ocedu e, i was de e mined ha he i ems, which a e used acco d-
ing o he egula ions o he ins i u ion whe e he esea ch is being ca ied ou , make up
fi e compe ency dimensions, which a e de ailed below (Table 1)
1. Teaching effec i eness: This is a key aspec o he success o he eaching-lea ning
p ocess, as i ocuses on he eache ’s abili y o ansmi knowledge effec i ely and
adap ed o he needs o s uden s. This is achie ed h ough con inuous p o essional
de elopmen and esea ch-based lea ning (San elices E chega ay & Valenzuela Ro-
jas, 2015; Maulana e al., 2023).
2. Ins uc ional planning: I is essen ial o ensu e a quali y eaching-lea ning p ocess,
whe e con en s, me hods and esou ces mus be cohe en ly o ganized o achie e ed-
uca ional objec i es (Gu ié ez e al., 2020; He nandez e al., 2024).
Educ. Sci. 2025, 15, 424 6 o 16
3. Teaching pe o mance: I in ol es no only he ansmission o knowledge, bu also
he c ea ion o an en i onmen ha os e s s uden pa icipa ion. Good eaching pe -
o mance includes pedagogical skills ha help s uden s de elop complex compe en-
cies and ai udes ha p epa e hem o hei p o essional li e (Ho igüela Alcalá e
al., 2017).
4. Tu o ials: hey play a key ole in academic accompanimen , allowing pe sonalized
suppo o s uden s, which imp o es lea ning and s eng hens he educa ional bond
(Aguile a Ga cía, 2019).
5. Bibliog aphy: The adequa e use o bibliog aphy and suppo esou ces is undamen-
al o s eng hen uni e si y eaching. The bibliog aphy ac s as a complemen a y ool
ha en iches he lea ning p ocess and allows s uden s o deepen he opics co e ed
in class (Sei ane & B enlla, 2021).
2.4. Da a Collec ion and Analysis P ocedu e
The ques ionnai e was ca ied ou in digi al o ma , h ough he Google Fo ms pla -
o m, and was p o ided o he s uden s h ough a QR code. Da a collec ion ook place a
he end o bo h he fi s and second semes e s, in he mon hs o Decembe and May, e-
spec i ely. S uden s we e in o med o he pu pose o he s udy and in i ed o pa icipa e.
A all imes, i was ensu ed ha he iden i y o he pa icipan s emained anonymous.
The da a ma ix was adjus ed o ope a ional easons, which allowed he c ea ion o
new a iables, named Dim_A, Dim_B, Dim_C, Dim_D and Dim_E. These a iables we e
ob ained by adding he i ems ha comp ise hem, wi h alues anging om 1 o 5. To
e alua e he pu pose, disc iminan alidi y and con e gen alidi y o he ques ionnai e,
se e al esea ch s udies in Educa ional Sciences we e used as e e ences (Rod íguez-Sabi-
o e e al., 2023; A oca Reyes & Llo en e Cejudo, 2023; Palacios-Rod íguez e al., 2025). Di -
e en coefficien s we e used, including: C onbach’s alpha, McDonald’s omega, composi e
eliabili y (CR), a e age a iance ex ac ed (AVE) and maximum sha ed a iance (MSV).
In addi ion, o compa e hese esul s, an in e en ial analysis was applied be ween i ems
and dimensions, using he bi a ia e co ela ional analysis echnique wi h Spea man’s co -
ela ion coefficien .
On he o he hand, cons uc alidi y was de e mined by means o an explo a o y
ac o analysis (EFA), using he p incipal componen s me hod o ac o selec ion. The
ac o s ob ained a e o hogonally o a ed using he Va imax me hod wi h Kaise no mal-
iza ion. A e defining he numbe o ac o s, a confi ma o y ac o analysis (CFA) is ca -
ied ou o e i y he consis ency o he heo e ical measu es o he model. This p ocess
includes ep esen a ion by means o diag ams and he use o s uc u al equa ions, as in-
dica ed by Ruiz e al. (2010). In o he wo ds, i is checked whe he he da a fi he hypo-
he ical measu emen model p oposed by he explo a o y ac o analysis. The weigh ed
leas squa es (WLS) me hod was used o es he heo e ical model, since i p o ides eli-
able es ima es e en when he samples do no ollow a no mal dis ibu ion (Ruiz e al.,
2010). This analysis was pe o med wi h AMOS so wa e V29, which acili a es he s udy
o complex ela ionships be ween a iables h ough s uc u al equa ion modeling (SEM).
Simul aneously, i was e ified ha he da a did no p esen a no mal dis ibu ion by
means o a desc ip i e analysis ha conside ed skewness and ku osis. The Kolmogo o -
Smi no es , used o assess goodness-o -fi , co obo a ed his obse a ion by yielding a p
alue o 0.000 o all i ems, indica ing a non-no mal dis ibu ion.
3. Resul s
The eliabili y o he Ques ionnai e o s uden opinion on he eaching pe o mance
o eache s in he a ea o Ma hema ics was calcula ed using C onbach’s alpha coefficien .
The esul s show a C onbach’s alpha index o 0.701. I is es ablished ha his index is high
Educ. Sci. 2025, 15, 424 7 o 16
(>0.7), indica ing a high deg ee o eliabili y o he ques ionnai e (O’Dwye & Be naue ,
2014). In he same way, we p oceed o calcula e he eliabili y o he dimensions consid-
e ed in he ques ionnai e: eaching effec i eness (0.944), eaching planning (0.852), each-
ing pe o mance (0.913), u o ials (0.964) and bibliog aphy (0.919). In his case, all dimen-
sions exceed 0.85, he e o e, all dimensions a e conside ed o ha e e y high eliabili y
(Lé y Mangin e al., 2006).
Table 2 p esen s he eliabili y indices by dimensions, calcula ing he composi e eli-
abili y coefficien s (CR), a e age a iance ex ac ed (AVE) and maximum sha ed a iance
(MSV).
Table 2. Con e gen and disc iminan alidi y o he model.
Dimension CR Adjus men AVE Adjus men MSV Adjus men
A 0.963
CR > 0.7
0.815
MSV < AVE
0.631
MSV < AVE
B
0.901
0.698
0.395
C 0.940 0.797 0.593
D 0.977 0.955 0.910
E 0.920 0.852 0.705
Table 2 p esen s he esul s and he e e ence alues used o fi he model (Hai e al.,
2010). All he alues ob ained a e aligned wi h he e e ence alues, demons a ing he
eliabili y o he model (CR), as well as i s con e gen (AVE) and disc iminan alidi y
(MSV). Nex , he simple co ela ions o each i em wi h he co esponding heo e ical di-
mension o cons uc a e analyzed. The esul s o his analysis a e p esen ed in Table 3.
Table 3. I em co ela ions wi h he associa ed dimensions.
I em
Dim_A
Dim_B
Dim_C
Dim_D
Dim_E
A1
0.880
A2 0.891
A3 0.917
A4 0.895
A5
0.690
A6 0.895
B7 0.729
B8 0.716
B9
0.777
B10 0.734
C11 0.722
C12 0.732
C13
0.753
C14 0.773
D15 0.930
D16 0.929
E17
0.734
E18 0.774
The esul s ob ained we e e ified by means o he McDonald omega coefficien , cal-
cula ed om he ac o ial weigh s o he ma ix o componen s o a ed globally. This esul
confi ms he p e iously es ablished eliabili y, wi h a McDonald omega coefficien o
0.721.
The cons uc alidi y o he es was assessed by means o an explo a o y ac o anal-
ysis (Table 4). P e iously, he applicabili y o he ac o analysis was confi med by he
Educ. Sci. 2025, 15, 424 8 o 16
KMO es , which yielded a s a is ically significan coefficien o 0.715 and Ba le’s es o
sphe ici y, wi h a p- alue o 0.000 (indica ing ha he ac o analysis can be applied).
The esul s explain 86.92% o he a iance, iden i y he 5 heo e ical ac o s p oposed:
eaching effec i eness (A), eaching planning (B), eaching pe o mance (C), u o ing (D)
and bibliog aphy (E).
Table 4. Ro a ed componen ma ix.
I em Dim_A Dim_B Dim_C Dim_D Dim_E
A1 0.673
A2
0.983
A3 0.981
A4 0.983
A5 0.763
A6
0.982
B7 0.887
B8 0.896
B9 0.677
B10
0.861
C11 0.874
C12 0.896
C13 0.918
C14
0.882
D15 0.977
D16 0.977
E17 0.914
E18
0.933
The heo e ical model p oposed by he explo a o y ac o analysis (EFA) was con-
as ed by means o a confi ma o y ac o analysis (CFA). Figu e 1 shows he s uc u al
diag am wi h he i em-dimension and dimension-dimension co ela ion indexes. The ac-
o loadings a e be ween 0.69 and 1, indica ing high le els o co ela ion. I is obse ed
ha among he ac o s he ela ionship is low, such as he ela ionship be ween he D-E
(0.14) and B–E (0.26) dimensions. These ha e been conside ed wi hin he limi a ions o he
s udy. Ne e heless, he esul s confi m he heo e ical model p oposed.
Table 5 shows he ob ained and e e ence alues o model fi acco ding o Lé y Man-
gin e al. (2006): goodness-o -fi index (GFI), pa simonic goodness-o -fi index (PGFI), no -
malized fi index (NFI) and no malized pa simonic fi index (PNFI).
Table 5. Fi indices.
Index Resul Adjus men
GFI 0.999 GFI > 0.7
PGFI 0.730 PGFI > 0.7
NFI 0.997 NFI > 0.7
PNFI 0.815 PNFI > 0.7
Educ. Sci. 2025, 15, 424 9 o 16
Figu e 1. S uc u al diag am o he s uden opinion ques ionnai e on he eaching pe o mance o
eache s in he a ea o Ma hema ics.
4. Discussion
In a amewo k o inc easing demands o uni e si ies, whe e quali y is a anscen-
den al aspec , ha ing ins umen s o measu e s uden sa is ac ion is key (Gál ez Gamboa
e al., 2024). One o he main findings o his esea ch is how s uden s pe cei e eaching
pe o mance, highligh ing he impo ance o se e al key ac o s such as eaching effec-
i eness, planning, class oom pe o mance, u o ials, and he app op ia e use o he bib-
liog aphy. These ac o s eflec he inhe en complexi y o he educa ional p ocess and
how each one con ibu es significan ly o he s uden s’ o e all pe cep ion o he quali y o
eaching.
Ano he o he main findings is linked o he confi ma ion o he alidi y o he Ques-
ionnai e: E alua ion and imp o emen o he quali y o eaching and eache s: su ey o
s uden opinion on he eaching pe o mance o eache s in he a ea o Ma hema ics,
Educ. Sci. 2025, 15, 424 16 o 16
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