Construction and Psychometric Properties of the Satisfaction Scale for synchronous virtual learning teaching aids

Rojas-Melendrez M.E.; Olivares-Ramos G.; Pompa-Ramos Á.W.; Adriano-Rengifo C.E. · Aloma (2025) · DOI: 10.51698/aloma.2025.43.2.1-12

Resumen

Virtual education has grown considerably in universities, especially driven by the COVID-19 pandemic. Although some institutions already offered this modality, many faced challenges such as lack of teaching skills, deficiencies in the design of study materials, and technological limitations, resulting in high student dropout rates. The purpose of the study was to develop and analyze the psychometric properties of the Virtual Learning Media Satisfaction Scale (ESMAV) composed of three factors: 1) Teaching content, 2) Teaching skills, and 3) Virtual platform. The sample consisted of a total of 713 Peruvian adults, with 313 in the Exploratory Factor Analysis (EFA) and 400 in the Confirmatory Factor Analysis (CFA), aged between 17 and 36 years, selected through accidental or consecutive non-probabilistic sampling. The results of the CFA demonstrated an internal structure of three latent factors with adequate fit indices (CFI = .93, TLI = .92, SRMR = .048, RMSEA = .053 [90% IC: .048 - .059]). In addition, the internal consistency of the scale demonstrated adequate reliability (> .80) through the ordinal alpha and omega coefficients. It is concluded that the ESMAV presents adequate psychometric properties to evaluate satisfaction with synchronous virtual learning teaching aids in Peruvian university students.

Instituciones: Universidad Peruana Unión