Multidimensional indicator to measure quality in education
In this research, a multidimensional indicator to measure quality in education in public high schools is proposed. In the study, carried out in the Atlántico region in Colombia, the initial step was to identify the factors that directly affect education quality through databases and teacher surveys....
- Autores:
-
Velásquez Rodríguez, Javier
Neira Rodado, Dionicio
Crissien Borrero, Tito José
Parody, Alexander
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9276
- Acceso en línea:
- https://hdl.handle.net/11323/9276
https://doi.org/10.1016/j.ijedudev.2021.102541
https://repositorio.cuc.edu.co/
- Palabra clave:
- Education quality
Multidimensional index
Quality factor
Multiple regression
High schools
- Rights
- embargoedAccess
- License
- © 2021 Published by Elsevier Ltd
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Multidimensional indicator to measure quality in education |
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Multidimensional indicator to measure quality in education |
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Multidimensional indicator to measure quality in education Education quality Multidimensional index Quality factor Multiple regression High schools |
| title_short |
Multidimensional indicator to measure quality in education |
| title_full |
Multidimensional indicator to measure quality in education |
| title_fullStr |
Multidimensional indicator to measure quality in education |
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Multidimensional indicator to measure quality in education |
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Multidimensional indicator to measure quality in education |
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Velásquez Rodríguez, Javier Neira Rodado, Dionicio Crissien Borrero, Tito José Parody, Alexander |
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Velásquez Rodríguez, Javier Neira Rodado, Dionicio Crissien Borrero, Tito José Parody, Alexander |
| dc.subject.proposal.eng.fl_str_mv |
Education quality Multidimensional index Quality factor Multiple regression High schools |
| topic |
Education quality Multidimensional index Quality factor Multiple regression High schools |
| description |
In this research, a multidimensional indicator to measure quality in education in public high schools is proposed. In the study, carried out in the Atlántico region in Colombia, the initial step was to identify the factors that directly affect education quality through databases and teacher surveys. Then, statistical analysis was performed through multiple regression to develop an equation of weighted factors, based on the quantification of each factor's importance in influencing education quality, allowing the identification of the most relevant factors. Additionally, a quality measurement methodology is proposed based on categorizing the most critical factors into extrinsic and intrinsic factors, obtaining a consistent result with the conditions at each school. The results of the study demonstrate the relevance of extrinsic factors, mainly the social context. Such results imply that beyond the activities performed to strengthen classroom teaching, the social component is a crucial factor to improve education quality and that variables such as extracurricular activities support the students' integral formation and positively impact their academic performance. © 2022 |
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2022-06-21T15:42:02Z |
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2022-06-21T15:42:02Z 2023-12-18 |
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Javier Velásquez Rodríguez, Dionicio Neira Rodado, Tito Crissien Borrero, Alexander Parody, Multidimensional indicator to measure quality in education,International Journal of Educational Development, Volume 89,2022, 102541, ISSN 0738-0593, https://doi.org/10.1016/j.ijedudev.2021.102541. (https://www.sciencedirect.com/science/article/pii/S0738059321001942) |
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Javier Velásquez Rodríguez, Dionicio Neira Rodado, Tito Crissien Borrero, Alexander Parody, Multidimensional indicator to measure quality in education,International Journal of Educational Development, Volume 89,2022, 102541, ISSN 0738-0593, https://doi.org/10.1016/j.ijedudev.2021.102541. (https://www.sciencedirect.com/science/article/pii/S0738059321001942) 0738-0593 10.1016/j.ijedudev.2021.102541 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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International Journal of Educational Development |
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Ahmad, S.Z., 2015. Evaluating student satisfaction of quality at international branch campuses. Assessment & Evaluation in Higher Education 40 (4), 488–507. https:// doi.org/10.1080/02602938.2014.925082. Bezpalko, O.V., Klishevych, N.A., Liakh, T.L., Pavliuk, R.O., 2016. Criteria and indicators of university education quality: the results of expert interview. The New Education Review 46 (4), 61–71. https://doi.org/10.15804/tner.2016.46.4.05. Veras, D. T., 2005. A construç˜ ao de indicadores de qualidade no campo da aç˜ ao cultural Nanci Rodrigues Barbosa., pp. 18–21. Blanco, C., 2011. Evaluacion ´ de la calidad en la educacion ´ inicial: una experiencia en centros educativos urbanos. Revista de investigacion ´ 35 (72), 33–51. Cansino, P.A.P., 2017. Inclusion ´ educativa y cultura inclusiva. Revista de Educacion ´ Inclusiva 10 (2), 213–225. 〈https://revistaeducacioninclusiva.es/index.php/REI/art icle/view/294/432〉. De La Orden, A., 2009. Evaluacion ´ y calidad: analisis ´ de un modelo. Estudios sobre educacion ´ (16), 17–36. Du, G.F., Zhao, Y., Ma, C., Yu, S.P., 2010. Study on the design of co-operative education quality evaluation indicators. Applied mechanics and materials 33, 583–587. https://doi.org/10.4028/www.scientific.net/AMM.33.583. Gambhir, V., Wadhwa, N.C., Grover, S., 2016. Quality concerns in technical education in India A quantifiable quality enabled model. Quality assurance in education 24 (1), 2–25. https://doi.org/10.1108/QAE-07-2011-0040. Jalongo, M.R., Fennimore, B.S., Pattnaik, J., Laverick, D.M., Brewster, J., Mutuku, M., 2004. Blended perspectives: a global vision for high-quality early childhood education. Early childhood education journal 32 (3), 143–155. https://doi.org/ 10.1023/B:ECEJ.0000048966.13626.be. Ko, J.W., 2017. Quality assurance system in Korean higher education. The Rise of Quality Assurance in Asian Higher Education. Elsevier, pp. 109–125. Liu, S., 2017. Higher education in asia: quality assurance and institutional transformation. The Chinese Experience. Elsevier. Lopez, ´ P., 2010. Variables asociadas a la gestion ´ escolar como factores de calidad educativa. Estudios pedagogicos ´ (Valdivia) 36 (1), 147–158. https://doi.org/ 10.4067/S0718-07052010000100008. Lupo, T., 2013. A fuzzy ServQual based method for reliable measurements of education quality in Italian higher education area. Expert Syst. Appl. 40 (17), 7096–7110. https://doi.org/10.1016/j.eswa.2013.06.045. Murillo, F.J., Rom´ an, M., 2010. Retos en la evaluacion ´ de la calidad de la educacion ´ en Am´erica Latina. Revista Iberoamericana De Educacion ´ 53, 97–120. https://doi.org/ 10.35362/rie530559. Sahu, A.R., Shrivastava, R.R., Shrivastava, R.L., 2013. Critical success factors for sustainable improvement in technical education excellence: A literature review. The TQM journal 25 (1), 62–74. https://doi.org/10.1108/17542731311286432. Shah, M., 2012. Ten years of external quality audit in Australia: evaluating its effectiveness and success. Assessment & Evaluation in Higher Education 37 (6), 761–772. https://doi.org/10.1080/02602938.2011.572154. Shuang, G., 2015, Ideological and Political Education Quality Evaluation Using Fuzzy Comprehensive Evaluation, in 2015 Sixth International Conference on Intelligent Systems Design and Engineering Applications (ISDEA), Aug. 2015, 13, pp. 441–444, DOI: 10.1109/ISDEA.2015.116. Tsinidou, M., Gerogiannis, V., Fitsilis, P., 2010. Evaluation of the factors that determine quality in higher education: an empirical study. Quality assurance in education. https://doi.org/10.1108/09684881011058669. Udouj, G., Grover, K., Belcher, G., Kacirek, K., 2017. An investigation of perceptions of programme quality support of adult basic education programs. Evaluation and program planning, 61, 106–112. https://doi.org/10.1016/j. evalprogplan.2016.11.015 Viswanadhan, K.G., 2007. Teachers’ outlook on improvement of quality of engineering education in India. WSEAS transactions on advances in engineering education 4 (8), 158–163. Volosovets, T., Kirillov, I., Buyanov, A., 2017. Evaluating the quality of preschool education in Russia. Procedia-Social and behavioral sciences 237 (2016), 1299–1303. https://doi.org/10.1016/j.sbspro.2017.02.213. |
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Velásquez Rodríguez, JavierNeira Rodado, DionicioCrissien Borrero, Tito JoséParody, Alexander2022-06-21T15:42:02Z2023-12-182022-06-21T15:42:02Z2021-12-18Javier Velásquez Rodríguez, Dionicio Neira Rodado, Tito Crissien Borrero, Alexander Parody, Multidimensional indicator to measure quality in education,International Journal of Educational Development, Volume 89,2022, 102541, ISSN 0738-0593, https://doi.org/10.1016/j.ijedudev.2021.102541. (https://www.sciencedirect.com/science/article/pii/S0738059321001942)0738-0593https://hdl.handle.net/11323/9276https://doi.org/10.1016/j.ijedudev.2021.10254110.1016/j.ijedudev.2021.102541Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/In this research, a multidimensional indicator to measure quality in education in public high schools is proposed. In the study, carried out in the Atlántico region in Colombia, the initial step was to identify the factors that directly affect education quality through databases and teacher surveys. Then, statistical analysis was performed through multiple regression to develop an equation of weighted factors, based on the quantification of each factor's importance in influencing education quality, allowing the identification of the most relevant factors. Additionally, a quality measurement methodology is proposed based on categorizing the most critical factors into extrinsic and intrinsic factors, obtaining a consistent result with the conditions at each school. The results of the study demonstrate the relevance of extrinsic factors, mainly the social context. Such results imply that beyond the activities performed to strengthen classroom teaching, the social component is a crucial factor to improve education quality and that variables such as extracurricular activities support the students' integral formation and positively impact their academic performance. © 20227 páginasapplication/pdfengElsevier BVUnited Kingdom© 2021 Published by Elsevier LtdAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfMultidimensional indicator to measure quality in educationArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85https://www.sciencedirect.com/science/article/pii/S0738059321001942International Journal of Educational DevelopmentAhmad, S.Z., 2015. Evaluating student satisfaction of quality at international branch campuses. Assessment & Evaluation in Higher Education 40 (4), 488–507. https:// doi.org/10.1080/02602938.2014.925082.Bezpalko, O.V., Klishevych, N.A., Liakh, T.L., Pavliuk, R.O., 2016. Criteria and indicators of university education quality: the results of expert interview. The New Education Review 46 (4), 61–71. https://doi.org/10.15804/tner.2016.46.4.05.Veras, D. T., 2005. A construç˜ ao de indicadores de qualidade no campo da aç˜ ao cultural Nanci Rodrigues Barbosa., pp. 18–21.Blanco, C., 2011. Evaluacion ´ de la calidad en la educacion ´ inicial: una experiencia en centros educativos urbanos. Revista de investigacion ´ 35 (72), 33–51.Cansino, P.A.P., 2017. Inclusion ´ educativa y cultura inclusiva. Revista de Educacion ´ Inclusiva 10 (2), 213–225. 〈https://revistaeducacioninclusiva.es/index.php/REI/art icle/view/294/432〉.De La Orden, A., 2009. Evaluacion ´ y calidad: analisis ´ de un modelo. Estudios sobre educacion ´ (16), 17–36.Du, G.F., Zhao, Y., Ma, C., Yu, S.P., 2010. Study on the design of co-operative education quality evaluation indicators. Applied mechanics and materials 33, 583–587. https://doi.org/10.4028/www.scientific.net/AMM.33.583.Gambhir, V., Wadhwa, N.C., Grover, S., 2016. Quality concerns in technical education in India A quantifiable quality enabled model. Quality assurance in education 24 (1), 2–25. https://doi.org/10.1108/QAE-07-2011-0040.Jalongo, M.R., Fennimore, B.S., Pattnaik, J., Laverick, D.M., Brewster, J., Mutuku, M., 2004. Blended perspectives: a global vision for high-quality early childhood education. Early childhood education journal 32 (3), 143–155. https://doi.org/ 10.1023/B:ECEJ.0000048966.13626.be.Ko, J.W., 2017. Quality assurance system in Korean higher education. The Rise of Quality Assurance in Asian Higher Education. Elsevier, pp. 109–125.Liu, S., 2017. Higher education in asia: quality assurance and institutional transformation. The Chinese Experience. Elsevier.Lopez, ´ P., 2010. Variables asociadas a la gestion ´ escolar como factores de calidad educativa. Estudios pedagogicos ´ (Valdivia) 36 (1), 147–158. https://doi.org/ 10.4067/S0718-07052010000100008.Lupo, T., 2013. A fuzzy ServQual based method for reliable measurements of education quality in Italian higher education area. Expert Syst. Appl. 40 (17), 7096–7110. https://doi.org/10.1016/j.eswa.2013.06.045.Murillo, F.J., Rom´ an, M., 2010. Retos en la evaluacion ´ de la calidad de la educacion ´ en Am´erica Latina. Revista Iberoamericana De Educacion ´ 53, 97–120. https://doi.org/ 10.35362/rie530559.Sahu, A.R., Shrivastava, R.R., Shrivastava, R.L., 2013. Critical success factors for sustainable improvement in technical education excellence: A literature review. The TQM journal 25 (1), 62–74. https://doi.org/10.1108/17542731311286432.Shah, M., 2012. Ten years of external quality audit in Australia: evaluating its effectiveness and success. Assessment & Evaluation in Higher Education 37 (6), 761–772. https://doi.org/10.1080/02602938.2011.572154.Shuang, G., 2015, Ideological and Political Education Quality Evaluation Using Fuzzy Comprehensive Evaluation, in 2015 Sixth International Conference on Intelligent Systems Design and Engineering Applications (ISDEA), Aug. 2015, 13, pp. 441–444, DOI: 10.1109/ISDEA.2015.116.Tsinidou, M., Gerogiannis, V., Fitsilis, P., 2010. Evaluation of the factors that determine quality in higher education: an empirical study. Quality assurance in education. https://doi.org/10.1108/09684881011058669.Udouj, G., Grover, K., Belcher, G., Kacirek, K., 2017. An investigation of perceptions of programme quality support of adult basic education programs. Evaluation and program planning, 61, 106–112. https://doi.org/10.1016/j. evalprogplan.2016.11.015Viswanadhan, K.G., 2007. Teachers’ outlook on improvement of quality of engineering education in India. WSEAS transactions on advances in engineering education 4 (8), 158–163.Volosovets, T., Kirillov, I., Buyanov, A., 2017. Evaluating the quality of preschool education in Russia. Procedia-Social and behavioral sciences 237 (2016), 1299–1303. https://doi.org/10.1016/j.sbspro.2017.02.213.10254189Education qualityMultidimensional indexQuality factorMultiple regressionHigh schoolsPublicationORIGINAL1-s2.0-S0738059321001942-main.pdf1-s2.0-S0738059321001942-main.pdfapplication/pdf662486https://repositorio.cuc.edu.co/bitstreams/b72a6902-6ae8-4ed0-9955-1fc3df4c06c6/download98ad9450041cd044159782ddbe3b7ac6MD51LICENSElicense.txtlicense.txttext/plain; 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