Desarrollo y validación de un instrumento para recoger las percepciones de los estudiantes sobre los programas de educación secundaria superior

Autores/as

Resumen

Este artículo presenta el diseño y la validación del instrumento «Percepciones de los estudiantes sobre los programas de educación secundaria superior» (SPUSEP), creado para investigar las experiencias de estudiantes portugueses en su transición a la educación secundaria superior. El instrumento se elaboró a partir de una revisión bibliográfica y de grupos de discusión con alumnos de cuatro centros de enseñanza secundaria superior, y se puso a prueba mediante un estudio piloto con 185 alumnos de primer curso de secundaria superior de dichos centros. La fiabilidad y la validez del SPUSEP se evaluaron mediante el análisis alfa de Cronbach y un análisis de los componentes principales. Además, se realizó una prueba t de muestras independientes para analizar diferencias entre estudiantes de programas científico-humanísticos y de formación profesional (FP), así como entre escuelas generales y de FP. Los resultados indican que SPUSEP es una herramienta fiable para recoger las percepciones de los estudiantes sobre los programas de educación secundaria superior, ya que refleja las diferencias en la carga de los cursos, la elección subjetiva y las experiencias de aprendizaje. Este instrumento puede facilitar debates y reformas en los programas educativos al promover mejoras más informadas y centradas en los estudiantes a escala institucional y local.

Palabras clave

enseñanza secundaria, formación profesional, enseñanza general, encuesta, transiciones educativas, programa de educación o formación

Citas

AKOS, P. & GALASSI, J. P. (2004). Middle and high school transitions as viewed by students, parents and teachers. Professional School Counseling, 7, 212-221.

ARAÚJO, H., MACEDO, E., MAGALHÃES, A. & ROCHA, C. (2020). Una mirada al abandono escolar prematuro en Portugal: Realidades, contextos y prácticas. Educatio Siglo XXI, 38(2 Jul-Oct), 109-130. https://doi.org/10.6018/educatio.414651 DOI: https://doi.org/10.6018/educatio.414651

AZEVEDO, J. (2019) Políticas públicas: uma arte de promover o bem comum – O caso das escolas profissionais e do ensino profissional. [Public policies: an art in promoting common good – the case of vocational schools and vocational education] In CNE (Ed.), Estado da Educação 2018 (pp. 316-325). Conselho Nacional de Educação.

BISPO, R. & MARQUES, F. (2023). Stability of principal components under normal and non-normal parent populations and different covariance structures scenarios. Journal of Statistical Computation and Simulation, 93(7), 1060-1076. https://doi.org/10.1080/00949655.2022.2125971 DOI: https://doi.org/10.1080/00949655.2022.2125971

CÂMARA LEME, A., ESCARDÍBUL, J.-O., NUNES, L. C., REIS, A. B. & SEABRA, C. (2020). The effect of a specialized versus a general upper-secondary school curriculum on students’ performance and inequality. A difference-in-differences cross-country analysis. Applied Economics, 52(39), 4317-4331. https://doi.org/10.1080/00036846.2020.1734183 DOI: https://doi.org/10.1080/00036846.2020.1734183

CARVALHO, A. E., COSME, A. & VEIGA, A. (2023). Inclusive Education Systems: The Struggle for Equity and the Promotion of Autonomy in Portugal. Education Sciences, 13(9), 875. https://doi.org/10.3390/educsci13090875 DOI: https://doi.org/10.3390/educsci13090875

DE WIT, D. J., KARIOJA, K. & RYE, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: Are they related to declining attendance? School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 21, 451-472. https://doi.org/10.1080/09243453.2010.532010 DOI: https://doi.org/10.1080/09243453.2010.532010

DGEEC - Direção-Geral de Estatísticas da Educação e Ciência (2015). Estudantes à entrada do Secundário em 2013/2014 – caracterização e percurso escolar. Sumário executivo. Observatório dos Trajetos dos Estudantes do Ensino Superior.

DGEEC - Direção-Geral de Estatísticas da Educação e Ciência (2018). Perfil do Aluno 2016/2017. Ministério da Educação e da Ciência.

DGEEC - Direção-Geral de Estatísticas da Educação e Ciência (2024). Estudantes à Entrada do Ensino Secundário: Escolha do curso, mudança de curso, mudança de escola e expetativas escolares e profissionais, 2022/23. Ministério da Educação e da Ciência.

DOROFTEI, A. & SILVA, S. M. (2024). Representations that society builds about vocational education: Perspectives of stakeholders involved in Portuguese Apprenticeship Courses. Revista de Investigación Educativa, 42(1), 15-32. https://doi.org/10.6018/rie.547481 DOI: https://doi.org/10.6018/rie.547481

DOU, D. & SHEK, D. T. L. (2022). Hong Kong high school students’ perceptions of the new secondary school curriculum. Frontiers Pediatrics, 10, 881515. https://doi.org/10.3389/fped.2022.881515 DOI: https://doi.org/10.3389/fped.2022.881515

EU – EURYDICE (2024). National Education Systems: Portugal overview. Last update: 28 March 2024. https://eurydice.eacea.ec.europa.eu/national-education-systems/portugal/overview

FIELD, A. (2009). Discovering statistics using SPSS. 3rd edition. SAGE Publications.

GUADAGNOLI, E. & VELICER, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265-275. DOI: https://doi.org/10.1037//0033-2909.103.2.265

HANUSHEK, E., SCHWERDT, G., WOESSMANN, L. & ZHANG, L. (2017). General education, vocational education, and labor-market outcomes over the lifecycle. Journal of human resources, 52(1), 48-87. https://www.jstor.org/stable/26450020 DOI: https://doi.org/10.3368/jhr.52.1.0415-7074R

KAISER, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151. DOI: https://doi.org/10.1177/001316446002000116

KOKOTSAKI, D. (2017). Pupil voice and attitudes to music during the transition to secondary school. British Journal of Music Education, 34(1), 5-39. https://doi.org/10.1017/S0265051716000279 DOI: https://doi.org/10.1017/S0265051716000279

LUNDY, L. & COOK-SATHER, A. (2016). Children’s Rights and Student Voice: their intersection and the implications for Curriculum and Pedagogy. In D. WYSE, L. HAYWARD & J. PANDYA (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (Vol. 1, pp. 263-277). SAGE. DOI: https://doi.org/10.4135/9781473921405.n17

MACCALLUM, R.C., WIDAMAN, K. F., ZHANG, S. & HONG, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84-99. DOI: https://doi.org/10.1037//1082-989X.4.1.84

MAGALHÃES, A. M., ARAÚJO, H. C., MACEDO, E. & ROCHA, C. (2015). Early school leaving in Portugal: policies and actors’ interpretations. Educação, Sociedade & Culturas, 45, 97-119. https://doi.org/10.34626/esc.vi45.249

MONTEIRO, R. et al. (2017). National Strategy for Citizenship Education (ENEC). República Portuguesa. https://cidadania.dge.mec.pt/sites/default/files/pdfs/national-strategy-citizenship-education.pdf

MOURAZ, A. & COSME, A. (2021). The Ongoing Curriculum Reform in Portugal: Highlighting Trends, Challenges and Possibilities. In M. PRIESTLEY, D. ALVUNGER, S. PHILIPPOU & T. SOINI (Eds.), Curriculum Making in Europe - Policy and Practice Within and Across Diverse Contexts (pp. 77-98). Emerald Publishing Limited. DOI: https://doi.org/10.1108/978-1-83867-735-020211005

NADA, C. I., SANTOS, S. A., MACEDO, E. & ARAÚJO, H. C. (2018). Can mainstream and alternative education learn from each other? An analysis of measures against school dropout and early school leaving in Portugal. Educational Review, 72(3), 365-385. https://doi.org/10.1080/00131911.2018.1508127 DOI: https://doi.org/10.1080/00131911.2018.1508127

NEVES, T., PEREIRA, M. J. & NATA, G. (2014). Head teachers’ perceptions of secondary school rankings: Their nature, media coverage and impact on schools and the educational arena. Education as Change, 18(2), 211-225. https://doi.org/10.1080/16823206.2014.926829 DOI: https://doi.org/10.1080/16823206.2014.926829

OECD (2018). Curriculum Flexibility and Autonomy in Portugal: an OECD Review. OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris. https://doi.org/10.1787/77025e34-en DOI: https://doi.org/10.1787/77025e34-en

PALLANT, J. (2011). SPSS Survival Manual. A step by step guide to data analysis using SPSS. 4th edition. Allen & Unwin.

PEREIRA, F., MOURAZ, A. & FIGUEIREDO, C. (2014). Student Participation in School Life: The “Student Voice” and Mitigated Democracy. Croatian Journal of Education, 16(4), 935-975. https://doi.org/10.15516/cje.v16i4.742 DOI: https://doi.org/10.15516/cje.v16i4.742

SANTOS, A. P. E. (2023). Managing student transitions into upper secondary pathways. OECD Education Working Papers, 289. OECD Publishing, Paris. https://doi.org/10.1787/663d6f7b-en DOI: https://doi.org/10.1787/663d6f7b-en

STRONATI, C. (2023). The design of upper secondary education across OECD countries: Managing choice, coherence and specialisation. OECD Education Working Papers, 288. OECD Publishing, Paris. https://doi.org/10.1787/158101f0-en DOI: https://doi.org/10.1787/158101f0-en

STRONATI, C. (2024). Managing choice, coherence, and specialisation in upper secondary education. OECD Education Spotlights, 10. OECD Publishing, Paris. https://doi.org/10.1787/4a278519-en DOI: https://doi.org/10.1787/4a278519-en

TEIXEIRA, C. & FLORES, M. A. (2010). Experiências escolares de alunos do Ensino Secundário: resultados de um estudo em curso. Educação & Sociedade, 31(110), 113-133. https://doi.org/10.1590/S0101-73302010000100007 DOI: https://doi.org/10.1590/S0101-73302010000100007

TORRES, A. C. (2017). Vozes de alunos sobre a estrutura e trabalho curricular à entrada do ensino secundário - ecos da dicotomia entre cursos científico-humanísticos e cursos profissionais. Revista Portuguesa de Investigação Educacional, 17, 146-176. https://doi.org/10.34632/investigacaoeducacional.2017.3437

TORRES, A. C. & MOURAZ, A. (2015). Students’ transition experience in the 10th year of schooling: Perceptions that contribute to improving the quality of schools. Improving Schools, 18(2), 127-141. https://doi.org/10.1177/1365480215581460 DOI: https://doi.org/10.1177/1365480215581460

TORRES, A. C. & MOURAZ, A. (2019). Transição para o Ensino Secundário em Portugal: vozes de estudantes sobre dificuldades académicas. Educação & Sociedade, 40. https://doi.org/10.1590/es0101-73302019186268 DOI: https://doi.org/10.1590/es0101-73302019186268

TORRES, L. L., PALHARES, J. A. & AFONSO, A. J. (2018). Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance. Education Policy Analysis Archives, 26(134). https://doi.org/10.14507/epaa.26.3716 DOI: https://doi.org/10.14507/epaa.26.3716

TORRES, A. C., PEACE-HUGHES, T. & PRIESTLEY, M. (2023). Student Transition to Scotland Senior Phase of Schooling - Academic Experiences and Course Choices, Curriculum and Teaching, 38(1), 7-26. http://dx.doi.org/10.7459/ct/38.1.02 DOI: https://doi.org/10.7459/ct/38.1.02

TRAQUEIA, A., NOGUEIRA, S., BARBOSA, B., COSTA, F., DIAS, G. P., FILIPE, S., MELO, A. I., RODRIGUES, C., SANTOS, C. A. (2020). Vocational Education and Training VS. General Education: the influence of the socioeconomic context on students’ choices. INTED2020 Proceedings, 8450-8455. https://doi.org/10.21125/inted.2020.2301 DOI: https://doi.org/10.21125/inted.2020.2301

VASKE, J. J., BEAMAN, J. & SPONARSKI, C. C. (2016). Rethinking Internal Consistency in Cronbach’s Alpha. Leisure Sciences, 39(2), 163-173. https://doi.org/10.1080/01490400.2015.1127189 DOI: https://doi.org/10.1080/01490400.2015.1127189

WHITE, M. (2022). Sample size in quantitative instrument validation studies: A systematic review of articles published in Scopus, 2021. Heliyon, 8(12), e12223. https://doi.org/10.1016/j.heliyon.2022.e12223 DOI: https://doi.org/10.1016/j.heliyon.2022.e12223

DOI

https://doi.org/10.5565/rev/educar.2365

Publicado

30-07-2025

Cómo citar

Torres, A. C. (2025). Desarrollo y validación de un instrumento para recoger las percepciones de los estudiantes sobre los programas de educación secundaria superior. EDUCAR, 61(2), 445–461. https://doi.org/10.5565/rev/educar.2365

Descargas

Los datos de descargas todavía no están disponibles.

Datos de los fondos

Derechos de autor 2025 Ana Cristina Torres

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.