DOI: 10.36347/sjahss.2018.v06i05.017

Pages: 1121-1150

An analysis of robustness of the student perception questionnaires evaluating the service of classes in higher education was carried out at Universidad Privada Boliviana (UPB) (Campus La Paz). To this purpose, batteries were designed to measure the global and multidimensional service quality of class (through the tangible, security and result dimensions), the global and multidimensional value of class service (through the functional, social and sacrificial dimensions), student satisfaction and post-class behavior intentions. It was proved that all instruments achieved high validity (content and construct) and reliability (internal consistency). Then, using the hierarchical linear multiple regression technique in successive steps, 22 socio-demographic and academic variables were introduced for both students and teachers that could have an effect on the class service evaluation constructs and affect robustness. The results showed that the subject matter exigency perceived by the students and the teaching time load influenced the evaluation of 5 of the 6 constructs mentioned (except for the multidimensional service quality - MSQ). Other variables influenced specific constructs: teacher contractual relationship in the global value of service (GVS), teaching experience in the UPB and the teacher's marital status, post class behavioral intentions (BI), and complexity of the subject matter perceived by the teacher and semester the student is studying, in the multidimensional service quality (MSQ). The analysis proved that the instruments designed for class service evaluation are robust; that is, they can be applied to a wide variety of conditions. The main contribution of the research is the adaptation of the concept of robustness to perception questionnaires.