Development and validation of the Teaching Styles Inventory for Higher Education (TSIH)

Abstract

Título: Desarrollo y validación del Inventario de Estilos de Enseñanza para Educación Superior (IEE). Resumen: El Estilo de enseñanza se entiende como la forma particular de enseñar del docente, influyendo en la motivación, el aprendizaje y el rendimiento. El articulo presenta el estudio sobre las fuentes de validez estructural del Inventario de estilo de enseñanza para educación superior (IEE). Participaron 3312 estudiantes universitarios. Los datos se analizaron mediante técnicas confirmatorias para determinar el ajuste de su estructura de cuatro modelos alternativos. Para el análisis, la muestra fue dividida de forma aleatoria en ocho submuestras. Los análisis principales se llevaron a cabo con la primera y posteriormente se realizó un análisis de validación cruzada con los distintos subgrupos. El modelo 4, bifactor, es el que presentó los mejores índices de ajuste (χ2 = 782.75, df = 322, p < .001, χ2/df = 2.44, TLI = .98, CFI = .98, RMSEA = .058). Las escalas mostraron también muy buenos índices de fiabilidad. El cuestionario evalúa un factor general bipolarel estilo de enseñanza-(ω = .99), y cuatro dimensiones también bipolares: interacción profesor-alumno (ω = .97), negociación en la toma de decisiones (ω = .96), estructuración de la enseñanza (ω = .96) y control del comportamiento (ω = .96). Se concluye que el cuestionario, reúne los requisitos para ser utilizado con fines aplicados y de investigación. Palabras clave: Estilo de enseñanza; Interacción profesor-alumno; Estructuración de la enseñanza; Control del comportamiento; Educación superior.Abstract: Teaching style is conceptualized as the teacher's specific instructional approach that influences students' motivation, learning, and performance. The main aim of this study is to explore the sources of structural validity of the of the Teaching Styles Inventory for Higher Education (TSIHE) using confirmatory techniques. A total of 3312 university students participated in the study. Data were analyzed using confirmatory techniques to find the adjustment of their structure to four alternative models. For the analyses, data were randomly divided into eight subgroups. The first subgroup was employed to test the goodness of fit of the tested model. Subsequently, a cross-validation analysis was performed with the eight subgroups. The bifactor model showed the best fit indexes: (χ2 = 782.75, df = 322, p < .001, χ2/df = 2.44, TLI = .98, CFI = .98, RMSEA = .058). Its scales also present high reliability values. The questionnaire assesses a bipolar general factor, the teaching style, (ω = .99), and four dimensions, also bipolar: teacher-student interaction (ω = .97), decision-making negotiation (ω = .96), teaching structuring (ω = .96) and behavioral control (ω = .96). It was concluded that the questionnaire presents appropriate psychometrical properties to use for research and practical purposes.

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

“…In addition, as previously indicated, the percentage of male students on STEM qualifications is significatively higher, which can explain the gender differences that have been found. It is, therefore, quite clear that there is an urgent need for teachers and students to be trained to utilize the tools that LMS has to offer [26][27][28], so as to mitigate the gender gap found as a function of the type of STEM v. Non-STEM qualification [30][31][32][33][34][35]. Along the same lines, the expert e-Learning professors utilized more resources and activities from among all of Moodle's possibilities, although not all of them employ those resources and activities with the same frequency.…”

“…Moreover, in accordance with the classification of Veenman [25], the following metacognitive skills may be distinguished: orientation, planning, evaluation, and elaboration. Relating to the styles of teaching and following the studies of Abello et al [26], it appears that the best structural equations model will be one that includes teacher-student interaction, negotiation over decision-making, the structuring of teaching, and behavioral control.…”

El aula universitaria. La influencia del clima motivacional y el estilo de enseñanza sobre la autorregulación y el desempeño de los estudiantes

“…Several authors have further explored this concept (Camargo & Hederich, 2007;Gafoor & Babu, 2012;Rendón, 2013). The proposal of Abello, Alonso-Tapia, and Panadero (2020), based on the work of Abello, Hernández, and Hederich (2011) and summarized in Table 1, has reliable empirical support.…”

“…d) Behavioral control: when teachers are strict with misbehavior and assure the conditions that allow students to follow attentively teachers' explanations or the activities proposed, students feel safe and comfortable because they understand how the teacher operates (Fontana, 1994). The TSIHE (Abello, et al, 2020) proposed a bifactor model that allows assessing the four scales separately, and, at the same time, the combined effect of all of the TS, which provides a measure of the degree to which TS is learning-oriented.…”

“…Teaching Style Inventory for Higher Education (TSIHE) (Abello et al, 2020). This questionnaire contains 28 items with four scales: decision-making negotiation (ω= 0.96), behavioral control (ω= 0.96), teaching structuring (ω= 0.96), and teacher-student interaction (ω= 0.97).…”