Desenvolupament i validació d’un instrument per recollir les percepcions dels estudiants sobre els programes d’educació secundària superior

Autors/ores

Resum

Aquest article presenta el disseny i la validació de l’instrument «Percepciones de los estudiantes sobre los programas de educación secundaria superior» (SPUSEP), creat per investigar les experiències dels estudiants portuguesos en la seva transició a l’educació secundària. L’instrument es va elaborar a partir d’una revisió bibliogràfica i de grups de discussió amb alumnes de quatre centres d’ensenyament secundari superior i es va posar a prova mitjançant un estudi pilot amb 185 alumnes de primer curs de secundària superior dels centres esmentats. La fiabilitat i la validesa de SPUSEP es van avaluar mitjançant l’anàlisi alfa de Cronbach i l’anàlisi dels components principals. A més, s’ha fet una prova t de mostres independents per analitzar les diferències entre els estudiants de programes cientificohumanístics i els de formació professional (FP), així com entre escoles generals i d’FP. Els resultats indiquen que SPUSEP és una eina fiable per recopilar les percepcions dels estudiants sobre els programes d’educació secundària superior, ja que reflecteix diferències en la càrrega del curs, la selecció subjectiva i les experiències d’aprenentatge. Aquest instrument pot facilitar debats i reformes en els programes educatius en promoure millores més informades i centrades en l’estudiant a escala institucional i local.

Paraules clau

ensenyament secundari, formació professional, ensenyament general, enquesta, transicions educatives, programa d’educació o formació

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DOI

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

Publicades

30-07-2025

Com citar

Torres, A. C. (2025). Desenvolupament i validació d’un instrument per recollir les percepcions dels estudiants sobre els programes d’educació secundària superior. EDUCAR, 61(2), 445–461. https://doi.org/10.5565/rev/educar.2365

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Funding data

Drets d'autor (c) 2025 Ana Cristina Torres

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Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.