Posicionamiento del alumnado de Educación Primaria y Secundaria ante la personalización del aprendizajeconstrucción y validación de una escala

  1. César Coll 1
  2. Jaime Fauré 1
  3. Rubén Arriazu 2
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2022

Título del ejemplar: Explorando lo común y lo público en las prácticas de enseñanza

Número: 395

Páginas: 265-290

Tipo: Artículo

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Otras publicaciones en: Revista de educación

Resumen

In this work we present the formulation and psychometric validation of a scale for the exploration of primary and secondary students’ views of school learning personalisation strategies (EPAE-A from the Spanish Escala de Personalisación del Aprendizaje Escolar – Alumnado, School Learning Personalisation Scale – Students). The instrument was developed as part of a broader research project which analyses educational innovation involving personalisation of learning. The starting point for the formulation of the scale was to establish a typology of teaching practices and strategies which, according to a review of the relevant literature, promote school learning that has personal meaning and significance for the students. In order to validate the EPAE-A, two preliminary pilot studies were conducted, the first involving 507 students and the second 1,411 students. The process enabled us to reduce the initial set of items to a total of 34. These were grouped into two sub-scales: one of frequency (10 items) and the other of agreement (24 items). Factor analysis revealed a four-factor structure of the agreement sub-scale corresponding to four dimensions of learning personalisation: 1) learner’s control and decision-making regarding the learning process; 2) experiential and emotional basis; 3) connections between learning experiences; and 4) reflection upon oneself as a learner and upon the learning process itself. A unidimensional structure was identified for the frequency subscale, grouping items according to specific teacher and student actions related to learning personalisation strategies. In order to obtain evidence of the validity and reliability of the scale, the final version was applied to a sample of 4,909 students aged between 10 and 18 years from educational institutions located in Catalonia, Extremadura and Madrid, Spain. The results provide strong evidence of the internal structural validity and reliability of the scale.

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