Structural equations in educational models: Characteristics and phases in their construction
DOI:
https://doi.org/10.32870/Ap.v11n1.1402Keywords:
Structural equations, maximum likelihood method, factor analysis, Learning Management System, TPACK modelAbstract
In this article, the characteristics and construction phases of the structural equation models are presented, a useful statistical methodology to study causal relationships through non-experimental information, specifically when the relations are of the linear type. We adopt the strategy of model development through the use of systems of structural equations, in which a model is proposed and the purpose is to improve it through the modification of its structure or its measurements. The maximum likelihood method was used to obtain the common factors. The proposal was made based on the Technological Pedagogical Content Knowledge (TPACK) model. The results obtained from the factorial analysis where user satisfaction was analyzed when they use a Learning Management System to support their face-to-face classes at the Autonomous University of the State of Hidalgo, indicate that there is a strong correlation between the parameters of the TPACK model and the satisfaction of the students, not with the socio-cultural factors. Nor is there a correlation between sociocultural factors and student satisfaction. The importance of this research is the contribution of a model that allows us to determine the satisfaction of students through the model of structural equations with the TPACK model.
References
Afifi, Abdelmonem & Clark, Virginia. (1990). Computer-aided multivariate analysis. Nueva York: Chapman & Hall.
Arbuckle, James. (2012). Amos user’s guide 21. Chicago: IBM Software Group.
Bollen, Kenneth. (1989). Structural equations with latent variables. Nueva York: John Wiley & Sons.
Cabero, Julio (dir.). (2014). La formación del profesorado en TIC: modelo TPACK. Sevilla, España: Secretariado de Recursos Audiovisuales y Nuevas Tecnologías de la Universidad de Sevilla.
Cejas León, Roberto; Navío Gámez, Antonio y Barroso Osuna, Julio. (2016). Las competencias del profesorado universitario desde el modelo TPACK (conocimiento tecnológico y pedagógico del contenido). Pixel-Bit. Revista de Medios y Educación, (49), pp. 105-119. https://doi.org/10.12795/pixelbit.2016.i49.07
Garson, D. (2013). Factor analysis. Asheboro. North Caroline State: Blue Books, University Press.
Haenlein, Michael & Kaplan, Andreas. (2000). A beginner’s guide to partial least squares analysis. Understanding Statistics, 3(4), pp. 283-297. Recuperado de: http://michaelhaenlein.eu/Publications/Haenlein,%20Michael%20-
Hair, Joseph; Anderson, Rolph; Tatham, Ronald y Black W. (2001). Análisis multivariante. Madrid, España: Prentice Hall.
Jöreskog, Karl & Sörbom, Dag. (1996). LISREL 8: User’s reference guide. Chicago: Scientific Software International.
Kline, Rex. (2005). Principles and practice of structural equation modeling. Nueva York: Gilford Press.
Malhotra, Naresh. (1997). Investigación de mercados. México: Prentice Hall.
Mishra, Punya & Koehler, Matthew. (2006). Technological Pedagogical Content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), pp. 1017-1054. Recuperado de: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.523.3855&rep=rep1&type=pdf
Roig-Vila, Rosabel; Mengual-Andrés, Santiago & Quinto-Medrano, Patricio. (2015). Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de primaria. Comunicar, XXII(45), pp. 151-159. https://doi.org/10.3916/C45-2015-16
Schumacker, Randall & Lomax, Richard. (2010). A beginner’s guide to structural equation modeling. Nueva York: Taylor and Francis Group, LLC.
Tárraga Mínguez, Raúl; Sanz Cervera, Pilar; Pastor Cerezuela, Gemma y Fernández Andrés, María. (2017). Análisis de la autoeficacia percibida en el uso de las TIC de futuros maestros y maestras de educación infantil y educación primaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), pp. 107-116. https://doi.org/10.6018/reifop.20.3.263901
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
