Abstract

MATOS LIZANA, Julio Cesar et al. Design and validation of an instrument to measure meaningful learning of botany in students. Revista InveCom [online]. 2025, vol.5, n.3, e0503109.  Epub May 25, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14636171.

Meaningful learning in botany is essential for students to develop a deep and applicable understanding of biological concepts and processes in this discipline. However, reliably and validly measuring this type of learning represents a major challenge for educators. The design and validation of an appropriate instrument would make it possible to accurately assess the degree to which students are achieving meaningful learning in botany, which, in turn, would facilitate the implementation of more effective pedagogical strategies in this area. Having a valid and reliable measurement tool is a crucial step in improving the teaching and learning of botany in various educational contexts. The objective was to design and validate a questionnaire to measure meaningful learning of botany. The methodology used is based on a quantitative approach, of a basic nature and under a psychometric design. The sample consisted of 430 students from a technological high school. Factor analysis revealed an underlying structure of three principal components that explain 61.24% of the total variance of the scale; that is, it is suggested that the instrument is composed of three dimensions. Likewise, the Kaiser-Meyer-Olkin (KMO) sample adequacy measure was excellent (0.933) and Bartlett's test of sphericity yielded statistically significant results.

Keywords : meaningful learning; validity; botany.

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