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Objetivo:  this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom.    Method:  a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed  ad hoc  for this research and applied to 142 university students.    Results:  both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices.    Conclusion:  statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

Validation of a questionnaire on the use of Interactive Response System in Higher Education