Description

The Problems in Schools Questionnaire (TPISQ) is an important tool for collecting and analyzing data related to issues encountered in schools. Proper design, analysis, and calibration of the questionnaire ensure the reliability and validity of the results, contributing to a better understanding and resolution of the problems faced by students, educators, and parents.

Objective

The main goal of The Problems in Schools Questionnaire (TPISQ) is to gather information about the problems experienced by students, teachers, and parents in schools. This questionnaire aims to identify and understand issues that affect the educational process, academic performance, psychological well-being, and school culture.

Analysis

The analysis of data collected through the TPISQ includes:
Descriptive Statistics: Presentation of the basic characteristics of the data (e.g., means, variances, percentages) to provide a general overview of the reported issues.
Frequency Analysis: Recording and analyzing the frequency of occurrence of various problems.
Comparative Analysis: Comparing responses between different groups of participants (e.g., students, teachers, parents).
Correlation: Examining the relationships between different issues and other variables (e.g., academic performance, school satisfaction).
Qualitative Analysis: Analysis of open-ended questions to extract themes and patterns that offer a deeper understanding of the reported problems.

Calibration

The calibration of the TPISQ involves the process of assessing the tool’s reliability and validity. This can be achieved through:
Pilot Testing: Administering the questionnaire to a small sample of participants to identify and correct potential issues.
Reliability Analysis: Using statistical methods (such as Cronbach’s alpha) to assess the internal consistency of the TPISQ subscales.
Validity Analysis: Examining content, criterion, and construct validity to ensure the questionnaire measures what it is intended to measure.
Cross-validation: Using data from different samples to verify the reliability and validity of the results.

References

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method. John Wiley & Sons.
DeVellis, R. F. (2016). Scale development: Theory and applications (4th ed.). Sage Publications.
Fowler, F. J. (2013). Survey research methods (5th ed.). Sage Publications.
Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), The Sage handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Sage Publications.