Exploratory and Confirmatory Factor Analysis of the Teaching Intervention Scale for Promoting Metacognition in the Classroom (EIDOPMA)

Abstract

Although there has been much theory and interest in metacognition for more than half a century, few instruments are available to evaluate its promotion in the classroom. The purpose of this study is to analyze the construct validity and reliability of the Teaching Intervention Scale Aimed at Promoting Metacognition in the Classroom (EIDOPMA), designed by Romo Sabugal et al. (2020). For this, the instrument was applied to 131 secondary school teachers from public establishments in the city of Cuenca, Ecuador. An Exploratory Factor Analysis and Confirmatory Factor Analysis were performed with the maximum likelihood and unweighted least squares methods, as well as an evaluation of the reliability of the instrument. The results ratify the dimensions proposed by the authors of the scale in the Ecuadorian population (GFI=0.985; CFI=0.862; NFI=0.751 and 0.982), as well as showing very good reliability (Cronbach's α= 0.958; McDonald's ω= 0.959). In this virtue, the application of the construct in the teaching population is recommended with the aim of generating inputs that allow evaluating teaching skills to promote high-level thinking among secondary school students.