CONTENT VALIDITY OF THE QUESTIONNAIRE ON LEARNING EXPERIENCES ASSOCIATED WITH THE USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES BY UNDERGRADUATES

Abstract

This work aims to analyze the validity of the content of the structured questionnaire for identifying learning experiences associated with the use of digital information and communication technologies (DICT) by undergraduates. It also integrates the pilot study carried out within the framework of a larger study on the construction of learner identity through participation in the learning activities mediated by the TDIC. The content validity allows us to analyze the adequacy of the data collection instruments, taking into account the theoretical concepts proposed for evaluation. The methodology of the work is carried out in two phases. In the first phase, the structured questionnaire is elaborated according to institutional reports on the use of the DICT and the results of research on the theoretical concepts of interest that have been published in scientific databases. The second phase consists of carrying out an expert judgment for evaluating the instrument. The group of judges is comprised of 10 people: 5 professionals that have knowledge of the subject and 5 undergraduates from several courses to give us relevant information on the clarity of the instrument. The participants are given a document describing the questionnaire (purpose, theoretical concepts and dimensions of interest) and an instrument to assess each of the items within it. The indices of agreement between the judges are calculated for the questionnaire in totality and for the dimensions studied, and individual interviews are conducted to discuss controversial questions. We find an acceptable index of agreement (higher to 80%) and consider that the participation of the judges from the profile specified has the potential to give us relevant information for constructing the structured questionnaire for use in research.