Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students
Journal
PLOS ONE
ISSN
1932-6203
Date Issued
2021
Author(s)
Cristhian Pérez-Villalobos
Juan Ventura-Ventura
Camila Spormann-Romeri
Catherine Jara-Reyes
Ximena Paredes-Villarroel
Marcos Rojas-Pino
Marjorie Baquedano-Rodríguez
Isidora Castillo-Rabanal
Paula Parra-Ponce
Nancy Bastías-Vega
Débora Alvarado-Figueroa
Olga Matus-Betancourt
Type
Resource Types::text::journal::journal article
URL Institutional Repository
Abstract
<jats:sec id="sec001">
<jats:title>Introduction</jats:title>
<jats:p>Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students.</jats:p>
</jats:sec>
<jats:sec id="sec002">
<jats:title>Method</jats:title>
<jats:p>Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020.</jats:p>
</jats:sec>
<jats:sec id="sec003">
<jats:title>Results</jats:title>
<jats:p>A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach’s α and McDonald’s ω coefficients were over 0.70.</jats:p>
</jats:sec>
<jats:sec id="sec004">
<jats:title>Discussion</jats:title>
<jats:p>The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.</jats:p>
</jats:sec>
<jats:title>Introduction</jats:title>
<jats:p>Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students.</jats:p>
</jats:sec>
<jats:sec id="sec002">
<jats:title>Method</jats:title>
<jats:p>Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020.</jats:p>
</jats:sec>
<jats:sec id="sec003">
<jats:title>Results</jats:title>
<jats:p>A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach’s α and McDonald’s ω coefficients were over 0.70.</jats:p>
</jats:sec>
<jats:sec id="sec004">
<jats:title>Discussion</jats:title>
<jats:p>The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.</jats:p>
</jats:sec>
Subjects
covariance structure-analysis
;
internal consistency
;
fit indexes
;
mistreatment
;
perceptions
;
model
;
adolescent
;
adult
;
chile
;
covid-19
;
education, distance
;
factor analysis, statistical
;
female
;
humans
;
male
;
pandemics
;
personal satisfaction
;
psychometrics
;
reproducibility of results
;
sars-cov-2
;
students
;
surveys and questionnaires
;
universities
;
young adult
;
adult
;
article
;
career
;
chilean
;
confirmatory factor analysis
;
construct validity
;
controlled study
;
coronavirus disease 2019
;
correlation analysis
;
correlation coefficient
;
distance learning
;
female
;
gender
;
health education
;
health science
;
health student
;
human
;
male
;
mathematical model
;
psychometry
;
quantitative study
;
rating scale
;
reliability
;
remote teaching satisfaction scale
;
sampling
;
satisfaction
;
statistics
;
teaching
;
undergraduate student
;
university
;
validity
;
adolescent
;
chile
;
education
;
factor analysis
;
pandemic
;
pathogenicity
;
procedures
;
psychology
;
psychometry
;
questionnaire
;
reproducibility
;
satisfaction
;
student
;
young adult