Validation of an Instrument to Measure Digital Skills in Elementary Education
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Abstract
Purpose: to adapt an instrument for measuring the digital skills originally proposed by Carrera (2011) through a theoretical review and evaluation of the constructs that comprise a measurement scale known as face validity, and to assess the construct validity of the instrument through an elementary school’s sixth-grade population.
Methodological design: A two-phased mixed-methods study was applied to a population of 310 students from 11 public schools. First, an analysis of face validity was conducted to define the content and adjust the semantic and syntactic aspects of the questions, followed by an evaluation of construct validity through exploratory factor analysis (EFA) using main axes with oblique rotation as the extraction method. Reliability was determined using Cronbach's Alpha Coefficient.
Results: A 38-item instrument divided into eight subdimensions related to the appropriation of digital skills is presented. The kmo test ranges from .62 to .86, the total explained variance ranges from 38.17% to 57.78%, and factor loadings are greater than .30 in all factors. Cronbach's Alpha index ranged from .61 to .85.
Research Limitations: The instrument’s longevity and validity must be continuously monitored. Additionally, self-reporting as a data collection method must be complemented with other techniques.
Findings: Results show that five of the dimensions obtained excellent scores, lending support to factor structure validity in those dimensions. The analyses conducted provide evidence of a robust and appropriate instrument for the evaluation of digital skills in sixth-grade children of basic education.
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References
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